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PHYSICAL EDUCATION8 TO 10

Province ofBritish ColumbiaMinistry ofEducationCurriculum Branch

Integrated Resource Package 1995

IRP 013

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TABLE OF CONTENTS

PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III

INTRODUCTION TO PHYSICAL EDUCATION 8 TO 10

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Rationale for Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Characteristics of a Quality Physical Education Program . . . . . . . . . . . . . . . . . . . . . 1Organization of the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Planning a Physical Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Considerations for Instruction in Physical Education . . . . . . . . . . . . . . . . . . . . . . . . 9Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

THE PHYSICAL EDUCATION 8 TO 10 CURRICULUM

Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Grade 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

PHYSICAL EDUCATION 8 TO 10 APPENDICES

Appendix A: Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Appendix B: Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Appendix C: Cross-Curricular Outlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Appendix D: Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Appendix E: Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151Appendix F: Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

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Implementation of Physical Education8 to 10 will begin in October 1995. ThisIntegrated Resource Package (IRP)

provides some of the basic information thatteachers will require to implement theprogram.

THE INTRODUCTION

The Introduction provides general informa-tion about Physical Education 8 to 10, includ-ing special features and requirements. It alsoprovides a rationale for the subject—whyphysical education is taught in B.C.schools—and an explanation of the curricu-lum organizers.

THE PHYSICAL EDUCATION 8 TO 10CURRICULUM

The provincially prescribed curriculum forPhysical Education 8 to 10 is structured interms of curriculum organizers. The mainbody of this IRP consists of four columns ofinformation for each organizer. These col-umns describe:

• provincially prescribed learning outcomestatements for Physical Education 8 to 10

• suggested instructional strategies forachieving the outcomes

• suggested assessment strategies for deter-mining how well students are achievingthe outcomes

• provincially recommended learningresources

Learning Outcomes

Learning outcome statements are contentstandards for the provincial educationsystem. Learning outcomes set out theknowledge, enduring ideas, issues, concepts,skills, and attitudes for each subject. They are

statements of what students are expected toknow and do in each grade. Learning out-comes are clearly stated and expressed inmeasurable terms. All learning outcomescomplete this stem: “It is expected thatstudents will . . . . “ Outcome statementshave been written to enable teachers to usetheir experience and professional judgmentwhen planning and evaluating. The out-comes are benchmarks that will permit theuse of criterion-referenced performancestandards. It is expected that actual studentperformance will vary. Evaluation, reporting,and student placement with respect to theseoutcomes depends on the professionaljudgment of teachers, guided by provincialpolicy.

Suggested Instructional Strategies

Instruction involves the selection of tech-niques, activities, and methods that can beused to meet diverse student needs and todeliver the prescribed curriculum. Teachersare free to adapt the suggested instructionalstrategies or substitute others that they thinkwill enable their students to achieve theprescribed learning outcomes. These strate-gies have been developed by specialist andgeneralist teachers to assist their colleagues;they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a varietyof ways to gather information about studentperformance and are based on prescribedlearning outcomes. Some assessment strate-gies relate to specific activities; others aregeneral. These strategies have been devel-oped by specialist and generalist teachers toassist their colleagues; they are suggestionsonly.


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Provincially Recommended LearningResources

Provincially recommended learning re-sources are materials that have been re-viewed and evaluated by British Columbiateachers in collaboration with the Ministry ofEducation using a stringent set of criteria.They are typically materials suitable forstudent use, but they may also includeinformation primarily intended for teachers.Teachers and school districts are encouragedto select those resources that they find mostrelevant and useful for their students, and tosupplement these with locally approvedmaterials and resources (such as locallyavailable guest speakers or exhibits). Therecommended resources listed in the mainbody of this IRP are those that have a com-prehensive coverage of significant portionsof the curriculum, or those that provide aunique support to a specific segment of thecurriculum. Appendix B contains a completelisting of provincially recommended learningresources to support this curriculum.

THE APPENDICES

A series of appendices provides additionalinformation about the curriculum, andfurther support for the teacher.

• Appendix A contains a listing of the pre-scribed learning outcomes for the curricu-lum arranged by curriculum organizerand by grade.

• Appendix B contains a comprehensivelisting of the provincially recommendedlearning resources for this curriculum. Asnew resources are evaluated, this appen-dix will be updated.

• Appendix C outlines the cross-curricularscreens used to ensure that concerns such

as equity, access, and the inclusion ofspecific topics are addressed by all compo-nents of the IRP.

• Appendix D contains assistance for teach-ers related to provincial evaluation andreporting policy. Curriculum outcomeshave been used as the source for examplesof criterion-referenced evaluations.

• Appendix E acknowledges the manypeople and organizations that have beeninvolved in the development of this IRP.

• Appendix F contains a glossary of termsspecific to the physical education curricu-lum.

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the

SUBJECT AREA • (Curriculum Organizer)

SUGGESTED INSTRUCTIONAL STRATEGIES

Suggested InstructionalStrategies

The SuggestedInstructional Strategiescolumn of this IRPsuggest a variety ofinstructional approachesthat include group work,use of manipulatives,problem solving in a realworld context, and the useof technology. Teachersshould consider these asexamples that they mightmodify to suit the devel-opmental levels of theirstudents.

Recommended LearningResources

The RecommendedLearning Resourcescomponent of this IRP is acompilation of provinciallyrecommended resourcesthat support the PrescribedLearning Outcomes. Acomplete list including ashort description of theresource, its media type,and distributor areincluded in Appendix B ofthis IRP.

Suggested AssessmentStrategies

The SuggestedAssessment Strategiesmake use of a wide rangeof different assessmentapproaches useful in eval-uating the PrescribedLearning Outcomes.Teachers should considerthese as examples theymight modify to suit theirown needs and the in-structional goals.

SUBJECT AREA • (Curriculum Organizer)

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

Prescribed LearningOutcomes

The Prescribed LearningOutcomes column of thisIRP lists the specificoutcomes for eachcurriculum organizer orsub-organizer. These aidthe teacher in day-to-dayplanning.

PRESCRIBED LEARNING OUTCOMES

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The new physical education programemphasizes active living throughparticipation in a balanced variety of

movement experiences. Physical education isa requirement for all Kindergarten to Grade10 students, and schools are expected toallocate 10% of instructional time to thesubject. However, facilities, equipment, andtime allocation vary widely. Therefore, thesuggested instructional and assessmentstrategies in this Integrated Resource Pack-age must be moulded to meet the needs andcircumstances of particular school andcommunity programs.

Principles of Learning

A physical education program should beguided by the principles of learning. Theseare:

• Learning requires the active participationof the student.

• People learn in a variety of ways and atdifferent rates.

• Learning is both an individual and agroup process.

RATIONALE FOR PHYSICAL EDUCATION

The AIM of physical education isto enable all students to enhance theirquality of life through active living.

There is an increasing awareness of theimportance of providing children and youthwith meaningful and enjoyable movementexperiences. Movement and play are focalpoints of children’s lives, critical to all as-pects of their growth and development. Aphysical education program provides oppor-tunities for all students to be physicallyactive regularly and to develop an apprecia-tion for and enjoyment of movement in thefollowing categories: alternative-environ-

ment activities, dance, games, gymnastics,and individual or dual activities. Outdooractivities in a natural setting are encouraged.

The unique learning opportunities in physi-cal education allow all students from Kinder-garten to Grade 12 to acquire the knowledge,skills, and attitudes that enable them toenhance their quality of life through activeliving—a way of life that values physicalactivity as an essential component. Activeliving is characterized by the integration ofphysical activity into daily routines andleisure pursuits.

Physical education is also an integral part ofthe total education process. Students whoparticipate in regular physical educationclasses enjoy enhanced memory and learn-ing, better concentration, and increasedproblem-solving abilities. They are willing totake appropriate risks, and have a morepositive attitude toward self and others.Positive personal and social behavioursimprove school climate, resulting in betterattendance and reduced violence and van-dalism.

The physically educated person has theknowledge, skills, and attitudes necessary toincorporate physical activity into regularroutines, leisure pursuits, and career require-ments throughout life. Striving for an active,healthy lifestyle fosters personal growth andthe ability to meet the challenges of society.

CHARACTERISTICS OF A QUALITY PHYSICAL

EDUCATION PROGRAM

Quality physical education programs arestructured so that the duration, intensity, andfrequency of activities motivate students andmeet their individual needs. When appropri-ate, students participate in the selection ofactivities from all movement categories. Allstudents are given equal opportunity to

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participate in a balanced physical educationprogram. It is intended that a quality physi-cal education program will:

• foster the development of positive atti-tudes

• foster active participation• require problem-solving skills• recognize the difference in students’

interests, potential, and cultures• develop personal and career-planning

skills

The Development of Positive Attitudes

Students are exposed to experiences thatencourage them to enjoy and value physicalactivity and its effect on lifelong health andwell-being. They are encouraged to explore,take risks, exhibit curiosity, work with othersco-operatively, and achieve a personalfunctional level of physical fitness. Allmovement experiences provide opportuni-ties for the development of positive personaland social behaviours.

Active Participation

Learning experiences in physical educationprovide maximum activity and participationtime for every student. During group work,every opportunity is made to ensure thateach student has an active role in the learn-ing activity.

Problem-Solving Skills

In order to develop decision-making andproblem-solving skills, students are chal-lenged to identify and investigate problems,find active ways to solve them, and representsolutions in a variety of ways.

Diverse Student Characteristics

Selection of learning activities, equipment,and materials reflect students’ diversecharacteristics. Cultural heritage, gender,special needs, and a variety of interests areexamples of characteristics to be consideredwhen planning learning opportunities.

Personal and Career-Planning Skills

Wherever possible, a physical educationprogram should connect students to what ishappening in the community and the work-place. Students should be provided withopportunities to explore careers related tophysical activity and develop basic employ-ability skills, including teamwork, problemsolving, leadership, and effective communi-cation.

The diagram on the next page outlines theframework used to develop the physicaleducation curriculum.

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Curriculum Organizers

To enableall learners to

enhance their qualityof life through active living.

AIM

Through participation in physical education, students will develop theknowledge, skills, and attitudes necessary to incorporate physical activityinto regular routines and leisure pursuits to live an active, healthy lifestyle.

Curriculum Goal

• Understand theprinciples andconcepts that supportactive living.

• Develop and maintaina personal level offunctional physicalfitness.

• Develop a positiveattitude toward activeliving in the pursuit oflifelong health andwell-being.

ActiveLiving

• Demonstrate efficientand effectivemovement skills andconcepts in allmovement categories.

• Demonstrate afunctional level ofactivity-specific motorskills.

• Demonstrate efficientand effective bodymechanics.

Movement

• Develop positivepersonal and socialbehaviours andinterpersonalrelationships.

• Develop career andoccupationalopportunities relatedto physical activities.

• Develop intellectualskills throughparticipation in physicalactivity.

Personaland Social

Responsibility

Movement Categories

Alternative-Environment

ActivitiesDance Gymnastics

Individualand DualActivities

Games

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ORGANIZATION OF THE CURRICULUM

The physical education curriculum is ar-ranged under three curriculum organizers:

• Active Living• Movement• Personal and Social Responsibility

These organizers form the curriculum frame-work. Under each organizer, learning out-comes reflect the knowledge, skills, andattitudes that students are expected todemonstrate at each grade level.

Active Living

Active living is a way of life that valuesphysical activity and its integration intodaily routines and leisure pursuits. Physicaleducation provides opportunities for stu-dents to participate in physical activities thatpromote well-being and a personal func-tional level of physical fitness. Throughactive living, students have opportunities tomake appropriate choices and set personalgoals that enhance their quality of life.

Movement

The elements of movement include the skills,concepts, and body mechanics necessary forparticipation in activities from all movementcategories. In all categories, students developefficient and effective movement skills, andan understanding of the movement conceptsand body mechanics that are necessary todevelop activity-specific motor skills. Move-ment provides a unique medium in whichstudents apply their critical-thinking pro-cesses in active and creative ways.

Personal and Social Responsibility

Positive personal and social behavioursand interpersonal relationships aredeveloped through active involvement ina variety of physical activities in allmovement categories. Students developrespect for self and others as they learnand practise the skills of communicatingand co-operating. Students acquireleadership skills and an understanding ofthe qualifications required to pursuecareers related to physical activity. In abalanced physical education program theoutcomes for all three curriculum orga-nizers are realized through a broadselection of activities from all five move-ment categories.

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Balance, Motion, Force, Levers, Buoyancy

Body Mechanics

putting


ActivitiesDance Games Gymnastics

Individualand DualActivities

j-stroke glide forward rolltrappingtwo-step

volley V-sit throwingjive

front crawl

putting

Activity-Specific Motor Skills

▼ Efficient and effective movement concepts

• Body Awareness: body shapes, parts of the body, support and transfer of weight

• Space Awareness: personal, general, directional, pathways, levels, planes

• Qualities: speed, force, time, flow

• Relationships: to people, to objects

▼ Efficient and effective movement skills

• Locomotor Skills: walk, run, hop, jump, leap, skip, climb, gallop, roll, slide, stop

• Non-locomotor Skills: bend, curl, hold, lift, lower, pull, push, stand, stretch, swing,twist, turn, fall, stop

• Motor Abilities: agility, balance, co-ordination, power, reaction time, speed

• Manipulative Skills: bounce, carry, catch, dribble, project, retain, roll, send, strike throw, trap

Movement Concepts and Skills

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PLANNING A PHYSICAL EDUCATION PROGRAM

Planning for physical education requires aprogression from a long-term overview toshort-term units and the development ofindividual lesson plans. Teachers can do thisby first selecting a main concept, skill, ortheme. Once they have identified the focus,they may select prescribed learning out-comes. They can design a series of lessonsthat reflects the sequential nature of skilldevelopment and meets a number of pre-scribed learning outcomes.

When selecting appropriate activities forstudents, teachers should consider their ownexpertise, available resources, and facilitieswithin the school and community. It isrecommended that no less than 15% ofinstructional time be spent in any onemovement category. This minimum-timepercentage provides flexibility for teachersto allocate additional time in areas that bestmeet the needs of their students.


Activities

Gymnastics

Dance

Individual andDual Activities

Games

Movem

ent A

ctive

LivingPe

rson

aland Social Responsibility

Physical Education Components

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Select the appropriate prescribed learning outcomes.

Choose from Active Living, Movement, Personal andSocial Responsibility.

Select from alternative-environment activities, dance,games, gymnastics, individual and dual activities.

Identify what students should demonstrate at the end ofthe lesson (derived from the prescribed learning out-comes).

Choose possible location(s) for the activities.

Identify as required.

Choose an entry activity that introduces or reviews theskills or concepts to be taught in the lesson.

This is the main body of the lesson. Teach new skills andconcepts, using a variety of techniques; provide practiceactivities to emphasize skill development.

Select activities to enable students to apply knowledgeand skills learned in the lesson in a number of differentways (e.g., with others, using equipment).

Choose activities to extend learning and check forunderstanding of all students through demonstrating,inquiry, or explanation.

Identify appropriate tools or methods to gather informa-tion about student learning.

Main Concept/Skills

Curriculum Organizer(s)

Movement Category

Instruction Objective(s)

Facility

Equipment

Opening(4 to 6 minutes)

Exploration and Development(5 to 10 minutes)

Practice and Application(15 to 20 minutes)

Closing(3 to 5 minutes)

Assessment Strategy(ies)

Lesson Design Suggested for Physical Education

The chart on the next page lists some of thesuggested activities within each of themovement categories that may be used tomeet the learning outcomes in the prescribed

physical education curriculum. This does notrepresent an exhaustive list but rather indi-cates the types of activities that can be foundwithin each category.

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Active LivingPersonal and Social Responsibility

Movement

Aquatics- water adjustment- survival

techniques- stroke

development- skills application- snorkeling- water games- diving- synchronized

swimming- underwater games- etc.

Land-based- hiking- backpacking- rock climbing- camping- orienteering- snowshoeing- skiing- snowboarding- skating- horseback riding- etc.

Water-based- canoeing- rowing- kayaking- sailing- sailboarding- etc.

Rhythmics- singing and

clapping games- aerobic dance- etc.

Creative- interpretive- modern- etc.

Multicultural- folk and square- First Nations- African- etc.

Contemporary- line- jive- partner

Jazz- traditional- hip hop- funk- etc.

Ballroom- waltz- foxtrot- tango- latin-style

Note: also see FineArts DanceCurriculum


Activities

Dance Games Gymnastics Individual andDual Activities

Activities

CurriculumOrganizers

Formative Games- schoolyard and

backyard- chasing- throwing- kicking- etc.

Innovative- creative or novel- initiative tasks- co-operative

challenges- parachute

activities- etc.

Bat and Ball- softball- cricket or

rounders- T-ball- etc.

Territorial- soccer- basketball- touch football- hockey (field,

floor, ice)- team handball- lacrosse- rugby- ultimate- etc.

Net and Wall- volleyball- tennis- badminton- pickleball- table tennis- handball- etc.

MulticulturalGames- Inuit- First Nations- African- etc.

EducationalThemes- shape- balance- weight transfer- travel- flight- take off and land

Rhythmic- hoop- ball- ribbon- clubs- scarf- rope- etc.

Acrobatic- tumbling- pyramids- trampoline- etc.

Artistic- floor exercises- uneven bars- parallel bars- high bar- vault box- pommel horse- rings- balance beam

Athletics (Trackand Field)- runs- jumps- throws

Combative- martial arts- self-defence- wrestling- fencing- etc.

IndividualManipulatives- juggling- skipping- hacky sack- etc.

TrainingPrograms- aerobics- rope jumping- walking- jogging- lap swimming- cycling- use of exercise

equipment- weight training- etc.

Target- archery- bocci- bowling- curling- golf- etc.

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When planning instructional activities tomeet the learning outcomes and needs of thestudents, teachers should always selectappropriate exercises, drills, and activitiesthat reflect safe practices in physical educa-tion.

When teaching activities in which contact orcollisions occur (e.g., basketball, wrestling,football, rugby, hockey, soccer) or thatrequire spotting (e.g., weight lifting andgymnastics), teachers should keep in mindthe following:

• Appropriate teaching progressions anddrills must be used to develop the skillsrequired to participate in the activitysafely.

• The height, weight, and age of studentsshould be considered when planningspecific drills and other activities.

• Student interest and confidence levelshould be considered before encouragingstudent participation.

CONSIDERATIONS FOR INSTRUCTION IN

PHYSICAL EDUCATION

When selecting learning activities, consider-ation must be given to health and safety,special needs, gender, and cultural issues.

Creating a Safe Learning Environment

It is essential that teachers address thefollowing questions prior to, during, andafter an activity has taken place:

• Is the activity suitable to the student’sphysical age, and mental and physicalcondition?

• Has the instruction been sequenced pro-gressively to ensure safety?

• Have students been given specific instruc-tion about how to use and handle theequipment appropriately?

• Is the equipment in good repair, and has itbeen suitably arranged?

• Are the students being properly super-vised?

• Are the facilities in good repair?

Teachers should ensure that the followingsafety practices are implemented. This is notan all-inclusive list but a guide to helpteachers establish a safe learning environ-ment in physical education classes.

Students should:

• wear clothing and footwear appropriatefor the activity

• follow established rules and routines• respond appropriately to control signals• select tasks that are within their ability and

comfort zone• move in the designed space with control

and respect for others• recognize hazards in the play areas

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Given students have had both home and school opportunities to develop in each area, the following widely held expectationsmay apply to the child's development. (Source: Ministry of Education Supporting Learning, 1991, p.19.)

PhysicalCharacteristics

• eye-hand co-ordination not fullydeveloped (lack precise focus andspatial judgement)

• large muscles may be moredeveloped than small muscles

• continue to develop climbing,balancing, running, galloping, andjumping abilities (may have troubleskipping)

• develop an awareness of safety withguidance

• usually show enthusiasm for mostphysical activities

•continue to develop eye-hand co-ordination (skill development inphysical activities may depend onthis increase in co-ordination)

• continue to refine fine motordevelopment (girls may reachpuberty and may experience rapidgrowth spurt)

• show increased co-ordination, butgrowth spurts may begin tointerfere

• may show more daring, exploringbehaviour that could lead toaccidents

• may begin to show a preference forsome physical activities over others

• may appear to enjoy more complexgroup games and simple sports(show a strong sense of loyalty to agroup or team)

• continue to develop and refinehand-eye skills and demonstrateincreased muscle co-ordination

• boys reach puberty and mayexperience rapid and unevengrowth (arms and legs may growrapidly)

• may show periods of relatively poorco-ordination and awkwardness(may show poor posture because ofrapid growth

• understand safety rules butsometimes take risks

• often are marked differencesbetween sexes in their preferencesfor physical activity

• often engage in more formal teamactivities (continue to show greatloyalty to group or team)

Ages5 to 8

• learn from direct experience• continue to expand their

understanding and use of languageto clarify thinking and learning

• may understand concepts liketomorrow or yesterday but are stillunsure about length of time

• assert personal choice in decisionmaking

• continue to use direct experience,objects, and visual aids to helpunderstanding

• can expand thinking more readilythrough writing, reading, andviewing (may begin to use puns)

• continue to develop understandingof time, but may forget dates andresponsibilities

• need increased ownership indecision making

• begin to develop abilities tomanipulate thoughts and ideas, butstill need some hands-on experiences

• can do some abstract reasoning• often like jokes and words with

double meanings• developing abilities to talk about

recent events, plans for the future,and career aspirations

• need ownership of decision makingwith responsible guidance

• may begin to show bouts of anxietyor moodiness (emotions may comeclose to the surface)

• start to question adult authority• sometimes engage in self put-down

(may begin to define self in terms ofopinions, beliefs, and values and toexpand their sense of self by copyingthe culture or current fad)

• gradually gaining independencefrom parental influence (may viewbrothers and sisters as a bother ornuisance)

• may appear relatively calm and atpeace with themselves

• becoming more outgoing anddevelop close or best friends

• generally positive about themselves(define self by physicalcharacteristics and possessions aswell as likes and dislikes)

• continue to develop the ability towork and play with others (needsocial acceptance)

• may show intense and variableemotions (may sometimes bejudgmental and critical of others)

• learning to co-operate with othersfor longer period of time(friendships may change frequently)

• continue to develop feelings ofindependence and may begin todefine themselves in terms of whatthey have or own

• begin to develop the ability to sharepossessions and take turns

IntellectualDevelopment

Emotional andSocial Development

Characteristics of Development for Children and YouthThat Are Particularly Relevant In Physical Education

Ages9 to 11

Ages12 to 15

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Sensitive Content

The body image components of the physicaleducation curriculum address issues andconcerns that may be a source of sensitivityfor some students and their parents, such asself-image, body image, eating difficulties,and eating disorders. Concerns may ariseabout a student having an eating disorder, ora student may disclose this informationdirectly. Eating disorders are a seriousmedical concern. The following are somesuggested guidelines for dealing with suchsensitive issues:

• Obtain the support of the school adminis-tration before beginning instruction on anypotentially sensitive issues.

• Inform an administrator or counsellorwhen a concern arises. Warning signalsmay include some or all of the following:excessive perfectionism, compulsiveexercising, depression, very low or highbody weight, or avoidance of wearingstandard gym attire.

• Be aware of provincial and district policyand legislation on disclosure related tochild abuse and eating disorders or sui-cide.

• Do not promise that information disclosedwill be kept in confidence.

• Obtain appropriate inservice trainingbefore beginning instruction in thesesensitive areas.

Adapting Instruction for Students withSpecial Needs

Participation in physical education is impor-tant for all students. Some students withspecial needs may require program modifi-cation to facilitate their participation. Whenstudents with special needs are expected toachieve the learning outcomes, with orwithout adaptations, teachers should follow

regular grading practices and reportingprocedures. When students are not expectedto achieve the learning outcomes because ofspecial needs, teachers should make pro-gram modifications. Reports should be in theform of structured written comments ratherthan letter grades.

The following are examples of strategies thatmay help students with special needs suc-ceed in physical education:

• Adapt the task by using props, simplifyingthe task, or substituting skills.

• Adapt the task by decreasing thecomplexity.

• Adapt rules and scoring systems (e.g.,allow kicking instead of throwing).

• Adapt or modify equipment (e.g., smaller,softer, or lighter equipment).

• Identify methods of providing assistance(e.g., peers or teacher assistants).

• Provide opportunities for extension andmore practice.

• Adapt success-measurement criteria tomeet individual students’ needs.

• Modify activities by providing parallelones for students whose special needspreclude participation.

Many resources offer ideas for integrating allstudents into physical education programsor for providing specialized activities forsome students with special needs (see Ap-pendix B).

Gender Issues in Physical Education

Research indicates that upon reachingsecondary level, girls’ participation andinterest in physical education decreasessignificantly. Most young women do notselect optional physical education in grades11 and 12 and may develop a lifelong dis-taste for physical activity. A decline in

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interest has been particularly evident inphysical education programs that emphasizehighly structured and competitive sports.However, the research shows that youngwomen tend to be more involved in physicaleducation programs that provide a balanceof co-operative, competitive activities fromall movement categories.

Equitable physical education could beattained by using the following strategies:

• Communication Strategies- Be willing to examine interaction pat-

terns with both male and female stu-dents.

- Use inclusive language (i.e., avoidphrases such as “throw like a girl” or“man to man defence”).

- Use incidents of students makingderogatory remarks as teaching oppor-tunities about gender expectations.

- Encourage students having difficulty.- Promote assertive behaviour rather than

passive or aggressive behaviour.- Emphasize health and lifestyle rather

than weight and appearance.

• Planning Strategies- Avoid special rules for girls’ games or

for girls in co-ed games.- Avoid using exercise as punishment.- Include structured peer teaching activi-

ties.- Provide opportunities for specific

feedback on skill development.

• Professional Development Strategies- Team with colleagues for peer coaching

opportunities.- Develop teaching skills in an activity

that is not traditional for your gender.

• Programming Strategies- Give students the opportunity to choose

activities.

- Choose a wide range of non-violentactivities that emphasize co-operation.

- Encourage students to engage in non-traditional activities.

- Increase the range of recreation-typeactivities.

- Choose activities in which both boysand girls have little experience.

- Include opportunities for co-ed andsingle-sex team and partner work.

- Introduce self-defence awareness andtraining.

ASSESSMENT AND EVALUATION

Assessment is the systematic process ofgathering information about students’learning in order to describe what theyknow, are able to do, and are working to-ward. From the evidence and informationcollected in assessments, teachers describeeach student’s learning and performance.They use this information to provide stu-dents with ongoing feedback, plan furtherinstructional and learning activities, setsubsequent learning goals, and determineareas requiring diagnostic teaching andintervention.

Teachers determine the purpose, aspects, orattributes of learning on which to focus theassessment. They also decide when to collectthe evidence and the assessment methods,tools, or techniques most appropriate to use.Assessment focusses on the critical or signifi-cant aspects of the learning students will beasked to demonstrate. Students benefit whenthey clearly understand the learning goalsand learning expectations. Since the empha-sis in physical education is on activity,teachers should use a variety of strategies toassess the ongoing development of skills inthe various movement categories.

13


Appendix D includes a more detailed discus-sion of assessment and evaluation. Theprovincial reference sets can also help teach-ers assess the skills that students acquireacross curricular areas. These include: Evalu-ating Problem Solving Across Curriculum andEvaluating Group Communication Skills AcrossCurriculum.

LEARNING RESOURCES

The ministry promotes the establishment of aresource-rich learning environment throughthe evaluation of educationally appropriatematerials in a variety of media and formats.This includes, but is not limited to, materialsin print, video, and software formats, as wellas combinations of these formats intendedfor use by teachers and students. Resourcesthat support provincial curricula are identi-fied through an evaluation process in whichpractising teachers act as evaluators. Re-sources not on the provincially recom-mended list must be evaluated through alocal board-approved process. It is expectedthat teachers will select resources from thosethat meet the provincial criteria and that suittheir particular pedagogical needs andaudiences.

The use of learning resources involves theteacher as a facilitator of learning. However,students may be expected to have somechoice in materials for specific purposes suchas independent reading or research. Teachersare expected to use a variety of resources tosupport learning outcomes at any particularlevel. A multimedia approach is encouraged.

Some selected resources have been identifiedto support cross-curricular integration. Theministry also considers special needs audi-ences in the evaluation and annotation oflearning resources. As well, special formatversions of some selected resources (Brailleand taped-book formats) are available.

Learning resources for use in British Colum-bia schools fall into one of three categories:provincially recommended materials, provinciallyauthorized materials, or locally evaluated materi-als. All learning resources used in schoolsmust have either recommended or authorizeddesignation or be approved through districtevaluation and approval policies.

Provincially Recommended Materials

Materials evaluated through the provincialevaluation process, approved throughminister’s order, and purchased usingtargeted learning resource funds are catego-rized as recommended materials. These re-sources are listed in the print and CD-ROMversions of the Catalogue of Learning Re-sources.

Provincially Authorized Materials

Materials selected prior to 1989 by curricu-lum committees and purchased through theCredit Allocation Plan are categorized asauthorized materials. These resources arelisted in the print and CD-ROM versions ofthe Catalogue of Learning Resources.

Locally Evaluated Materials

These are materials evaluated through local(district and school) evaluation processesand approved for use according to districtpolicy.

THE PHYSICAL EDUCATION 8 TO 10CURRICULUM

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

16

GRADE 8 • Active Living

It is expected that students will:

• identify the benefits of active living• demonstrate a willingness to participate in a

wide range of activities from all movementcategories

• identify and explain the effects of exercise onthe body systems before, during, and afterexercise

• explain fitness components and principles oftraining

• set and modify goals to develop personalfitness and motor abilities and to maintain ahealthy lifestyle

• identify and describe factors that affectchoices of physical activity for life

• explain the benefits of and demonstratewarm-up and cool-down activities

• design and analyse a personal nutritionalplan

• describe and perform appropriate activitiesfor personal stress management and relax-ation

• identify environmental factors when plan-ning and participating in physical activities inan outdoor setting

• describe how changes in body growth affectmovement skills and concepts

• demonstrate a personal functional level ofphysical fitness

Students consider ways to spend their leisure timeand develop a balance between work and leisure. Bydeveloping a personal exercise and nutritionalprogram, students learn to identify and set personalgoals, develop an action plan, and reflect on theirachievement.

Strategies

• Have groups develop a word cluster for the termactive living (e.g., fitness, healthy) and create adefinition.

• Have students list their leisure activities andidentify those that fit the active living definition.

• Have students identify on a chart personal andcultural factors that affect participation inphysical activity.

• Have students create a graph listing activities attheir community centre, showing how manyactivity programs are available.

• Have students make a chart listing positive andnegative ways to deal with stress and identifyingtechniques for relaxation (e.g., meditation,jogging).

• Have students participate in an exercise program(e.g., walking, skipping, aerobics), recording theirgoals and comments in a journal.

• Have students research and complete worksheetson the four body systems: skeletal, muscular,cardiovascular, and respiratory.

• Have students plan and lead warm-up activitiesand participate in a training program, recordingheart rates before, immediately after, and oneminute after exercise.

• Have students plan and participate in an outdoorexperience (e.g., hiking, canoeing).

• Invite qualified people to teach first-aid skills.• Have students evaluate their fitness level and set

personal goals.• Have students research entrepreneurial ventures

related to careers in health, sport, dance, leisure,and community activities.

RECOMMENDED LEARNING RESOURCESSUGGESTED ASSESSMENT STRATEGIES

17

• After reviewing the principles of warm-up andcool-down activities, students work in pairs toplan, demonstrate, and lead class activities.Students should explain how their activities metthe following criteria:- warm-up—raises heart rate, creates movement

in the joints, stretches large muscle groups- cool-down—decreases heart rate, stretches

small and large muscle groups, relaxes mindand body

Look for demonstrations that are easy to follow,are within the skill levels of all class members(may include options for different levels), andinclude activities that are interesting andengaging.

• Students develop a personal active-living profile,recording:- a personal definition of active living in words

and pictures or symbols- evidence of their own active living under

headings such as Extracurricular Activities,Intramural Activities, Volunteer Work, FamilyPursuits, Organized Clubs or Sports, Activitieswith Friends, and Individual Leisure Activities

- an analysis of the physical, emotional, social,and intellectual benefits of each activity

- a summary of the strengths and weaknesses oftheir current approach to active living (Thiscould be done with a partner.)

Students update this assessment at intervalsduring the course. At each update, they identifyany changes and explain the effects.

• Look for evidence of students’ ability to:- personalize a definition of active living- analyse the physical, emotional, social, and

intellectual benefits of individual activities- recognize the extent to which their overall

profile reflects an active lifestyle

Print Material

• Assessing Attitudes in Physical Education: ACollection of Assessment Tools

• Canada’s Food Guide to Healthy Eating(Revised)

• The Canadian Active Living Challenge• On the Move• Physical Education: VCE Units 1, 2, 3, 4• Power Training For Sport: Plyometrics for

Maximum Power Development• Quality Lesson Plans for Secondary Physical

Education• Running Through My Mind• Skip To Health• Team Building Through Physical Challenges

Video

• Kids Sports

Multimedia

• Moving to Inclusion



18

GRADE 8 • Movement (Alternative-Environment Activities)


• plan and participate in activity-specific motorskills in a variety of alternative environments

• plan and participate in an outdoor experience• identify and use survival skills in a variety of

environments

Through a variety of activities in an alternativesetting (e.g., aquatics, skating, orienteering, canoe-ing), students develop knowledge and skills neededto appreciate, maintain, and participate in land- orwater-based activities. These explorations outsidethe gymnasium form a basis for lifelong involve-ment in leisure pursuits in the community.

Strategies

• Have students run over different terrains,climbing and jumping, as a lead-up toorienteering, hiking, or cross-country skiing.

• Have students use maps and compasses to followan orienteering course.

• Have students select equipment and clothingspecific to an outdoor activity (e.g., skiing,hiking).

• Use videos, posters, or personal experiences todraw up class lists of safety and survival skills indifferent environments.

• Use community resources to provide opportuni-ties for students to canoe, rollerblade, swim, andso on.

• Have students perform exercises to increasefitness levels for specific outdoor activities.

• Invite local program providers, such as a commu-nity recreation centre, outdoors club, or club forskiers who are disabled to discuss their programs.

• Have students plan activities for an overnightexperience at an outdoors school, in a wildernesssetting, or at a local park facility.

• Have students make a poster listing responsiblebehaviour in outdoor situations (e.g., emergen-cies, travelling, building shelters or fires, dispos-ing of human and other waste, general courte-sies).

• Have students set up a mock campsite on theschool grounds (including tent set-up, sitepreparation).


19


• Students work in groups to plan and participatein an outdoor experience such as hiking, cycling,or skiing. Teachers may use the Student Responsi-bility Scale (see Appendix D) to assess studentplanning strategies. Students also identify, assessand demonstrate specific motor skills used in theactivity, carry out the preparatory work needed toensure a safe and enjoyable experience, practisesurvival skills, and identify emergency proce-dures.

• In groups, students create task requirements andcriteria for an orienteering course, then exchangespecifications with another group. Groups drawmaps of the courses and return them to theoriginal groups for assessment and feedback.Students submit their original courses, peerevaluations, and revised courses to the teacher formarking. After revision the courses can becomepart of an orienteering activity.

• Have students record their activities in a journal,commenting on and rating the activities on ascale of one to three (one referring to low enjoy-ment and three to high enjoyment). From time totime you may wish to have students review theirrecords and summarize their ideas by respondingto prompts such as:- The activity(ies) I enjoyed most was

because. . . .- The activity(ies) I enjoyed least was

because. . . .- The most useful activity was. . . .- A new activity I would like to try is

because. . . .- To do that, I would have to. . . .

Print Material


• The Canadian Active Living Challenge• Cycle Right (Can-Bike Program)—Instructor’s

Guide• Small Craft Safety: Instructor Guide and

Reference• Team Building Through Physical Challenges

Video

• On Challenged Wings

Multimedia

• Boatwise• Moving to Inclusion• Steps to Success


20

GRADE 8 • Movement (Dance)


• select, combine, and perform locomotor andnon-locomotor skills used in a variety ofdance activities

• choreograph movement sequences, using theelements of movement and basic dance stepsand patterns.

Through a variety of dance forms (e.g., square, line,multicultural, jazz, funk) students develop move-ment skills and concepts to help them enjoy therecreational aspects of dance. Through dance,students develop an understanding and apprecia-tion of many cultures. They share their learned andcreated dances with each other and in social settingsin and out of school.

Strategies

• Have students clap and move to the rhythm andbeat of the music.

• Have students perform movements, using musicor poetry as a stimulus.

• Have students perform dance steps (e.g., swing,skip, do-si-do, grapevine) with and withoutmusic, individually and with others.

• Have students perform a variety of dances fromdifferent cultures or historical time periods (e.g.,rain dance, troika, schottiche).

• Have students create a dance sequence based on atheme (e.g., sports, water, flight, transportation).

• Have students practise the couple position andperform a variety of ballroom dances (e.g., waltz,fox trot, tango).

• Have students use a variety of objects (e.g., fans,drums) to perform or create dances (e.g., Chineseribbon dances, Mexican Hat Dance).

• Have groups of students perform dances for theclass, videotaping the presentation.

• Have students research dances from othercountries or cultures and prepare a presentation.


21


• Students work with a partner or in a small groupto create and perform their own dance based onrequired elements such as length and styles. Usereview forms to seek feedback from otherstudents or the teacher.

• After performing an original dance, studentssubmit a written or graphic representation oftheir choreography. It should include a briefstatement of the purpose or theme of the se-quence. Teachers may also ask for a self-assess-ment based on criteria that have been discussedwith the class, such as:- flow (smooth transitions between movements)- effective use of space- fit of movements to tempo and rhythm- inclusion of required elements- reflection of theme or desired effect in move-

ments- appropriate difficulty level for performers

• Students and the teacher observe individualperformances and provide feedback on:- qualities—how the body moves in terms of

time, weight, space, and flow- body awareness—what the body does (actions

and shapes)- space awareness—where the body moves

(directions, levels, pathways, planes, andextensions)

- body parts—relationship of the body to otherindividuals or groups

- locomotor and non-locomotor skills (e.g., run,leap, skip, bend, twist, or turn)

• Record observations in words or sketches.Provide time each day for recording and sharingobservations.

Print Material


• Quality Lesson Plans for Secondary PhysicalEducation

Video

• Teaching Beginning Dance Improvisation

Multimedia

• Steps to Success• Upper Elementary Children: Moving and

Learning


22

GRADE 8 • Movement (Games)


• select, combine, and perform movementconcepts and skills to create co-operative andcompetitive game activities

• demonstrate ways to send, receive, and retainan object with increased speed, accuracy, anddistance

• apply activity-specific motor skills in gameactivities

• apply basic offensive and defensive strategies• use body mechanics to describe the perfor-

mance of self and others

Through various game activities students developindividual and group skills, techniques, strategies,and body and space awareness. Activity-specificmotor skills, taught in progression, provide the basisfor skill development in all game activities. Studentsuse movement concepts and skills as a basis forcreating their own competitive or co-operativegames.

Strategies

• Discuss equipment needs, safety, and responsi-bilities.

• Have students run, hop, jump, and skip safely,moving in different directions and pathways,keeping their heads up, and maintaining controlto develop footwork.

• Add equipment such as balls, racquets, andsticks, and have students practise footwork.

• Have students work individually against a wall,with partners, and in small groups to practiseactivity-specific motor skills (e.g., kicking,forehand swing). Have them discuss the bodymechanics involved.

• Have students apply activity-specific motor skillsto modified, co-operative, or competitive games(e.g., bench ball, blanket volleyball, basketball,lacrosse).

• Have students use stations to practise skills (e.g.,dribbling around cones, shooting at a target).

• Use task cards with movement challenges. (e.g.,“Create an individual challenge with two hoops,a bean bag, and chair,” or “Create a co-operativegame using two balls, two cones, and twohoops.”)

• Have students practise offensive and defensivestrategies such as one-on-one, two-on-two, andweave.

• Have students research games from othercountries or cultures, and teach a game to others.Have them create a poster with pictures and awrite-up explaining the game.

• Have students with physical limitations useadapted equipment (or specific skills and rulesmay be modified.)


23


• As students practise and refine their strikingskills, complete a feedback sheet or checklist thatfocusses on specific features such as:- form—grip (on racquet, stick, or bat), stance

(foot and body position), balance- execution—rhythm, control, power at contact,

concentration and focus, consistency- result—accuracy, speed (if appropriate),

distance (if appropriate), consistencyPeer feedback could involve a number of trials.The teacher can use the same task requirementsto develop an evaluation rating scale or system.

• Students watch videotapes of their own or theirpeers’ performance of game skills. They analyseand write a report on an individual performancein terms of body mechanics (balance, motion,force, levers) or technique and style. Theiranalysis should include:- a description of the body mechanics involved

in performing the skill- strengths of the performance- suggestions that could improve performance- offensive strategies used- defensive strategies used- teamwork skills

Print Material


• Innovative Games• Quality Lesson Plans for Secondary Physical

Education• Syllabus Resource Book—National Coaching

Certification Program

Multimedia

• Moving to Inclusion• Steps to Success


24

GRADE 8 • Movement (Gymnastics)


• select and safely combine gymnastic skills incomplex movement sequences

• perform controlled takeoffs, landings, rolls,and balances at a variety of levels, usingsmall and large apparatus

• perform locomotor and non-locomotor skills,showing qualities and relationships, usingsmall and large apparatus

• identify and use body mechanics to improveperformance in gymnastic skills

Through a variety of gymnastic activities, studentsdevelop movement skills and concepts, and effectivebody mechanics. Within each gymnastic theme,activity-specific motor skills are taught in progres-sion, providing the basis for the development andperformance of a variety of gymnastic sequencesusing small and large apparatus.

Strategies

• Discuss how gymnastic skills can enhance manyfitness components, such as strength and flexibil-ity, and select exercises to use as warm-up orcool-down activities.

• Review spotting (e.g., height, weight, strengthfactors) and safety procedures for working onand setting up equipment.

• Review specific gymnastic skills such as forwardand backward rolls and straddle-roll on mats.Have students create a three-part rolling se-quence.

• Have students explore creative ways to balanceon mats or small apparatus, such as benches,boxes, or beams.

• Have students create a movement sequence witha partner, showing contrasting balances atdifferent levels. Add two different rolls to thesequence.

• Have students perform controlled takeoffs,landings, rolls, and balances, on small apparatus,demonstrating body shapes in flight (e.g., tuck,straddle, pike).

• Set up small and large apparatus and havestudents create sequences individually or withothers.

• Have students create sequences using smallobjects such as hoops, balls, clubs, or ribbons,incorporating specific gymnastic skills, with orwithout music.

• Have small groups create pyramids or statuesthat incorporate balances at different levels and avariety of shapes.


25


• Students work with a partner to perform a tasksuch as the following:- six-part sequence with a partner on a small or

large apparatus- three different locomotor movements (e.g.,

rolls, hop, jumps)- two balances at different levels- mount in a straddle, pike, or tuck position- dismount in a straddle, pike, or tuck position

• As students practise, they receive feedback fromtheir peers and the teacher, or complete a self-assessment based on these criteria:- individual elements—difficulty, form, control- sequence flow—smoothness of links between

elements• Students keep a record of each gymnastic

movement they are able to perform. Each entryshould be validated by an observer—the teacheror another student. Columns may be headed:Movement, Date, Observer, Comments. Thisactivity could be part of an ongoing activityportfolio, or connected to goal-setting activities.

Print Material


Multimedia



26

GRADE 8 • Movement (Individual and Dual Activities)


• use body mechanics related to a variety ofindividual and dual activities to describe theperformance of self and others

• apply activity-specific motor skills whenperforming a variety of individual and dualactivities

• demonstrate ways to throw a variety ofobjects with accuracy toward a target

Through individual and dual activities, studentsdevelop throwing, running, and jumping skills thatprovide the foundation for a lifelong involvement inathletics (track and field), combatives (self-defence,martial arts), or training programs (aerobics,cycling), or target activities (bowling, archery,curling).

Strategies

• Invite qualified instructors from the communityto provide training in activities such as martialarts or self-defence. Ensure self-defence is taughtin the context of gender issues.

• Have students plan and lead aerobic activities,combining locomotor and non-locomotor skills,with or without music.

• Have students work individually and with apartner to create a juggling routine, using scarves,small balls, or juggling sticks.

• Have students use stations to practise field events(e.g., shot-put, discus, javelin, long jump). Rotatestudents from station to station, having themrecord their analyses and comments.

• Have students assess and record their individualfitness levels in a portfolio. Have them plan atraining program, set and modify goals, andreflect on results.

• Show videos to demonstrate running styles andtechniques involved in athletic events, being sureto include a variety of role models.

• Have teams of four or six practise baton passingfor relay races.

• Have students time runs (e.g., 100 m, 200 m,400 m).

• Have students create a miniature putting courseor visit a driving range to practise golf skills.

• Have students participate in activities usingcommunity facilities (e.g., curling, bowling,archery).


27


• Students develop a rating scale or checklist for anactivity-specific skill or technique they wish todemonstrate and receive credit for (e.g., awrestling hold, field event, chip shot in golf).Their ratings should include both technique andresult. Students should try out their form or scalethemselves as well as enlist others to help themrevise it. When they are satisfied that it workseffectively, they ask two or three people toobserve and rate them as they perform the skill.They submit the results as evidence of theirunderstanding of the skill and their own skilllevel. In assessing students’ rating scales, look forevidence that they:- describe the components clearly- include key aspects of the skill or activity- recognize the key criteria for judging perfor-

mance in this skill or activity• Students may include a self-assessment of their

rating scale by responding to prompts such as thefollowing:- Which of the following best describes your

rating scale: extremely useful, somewhatuseful, not useful?

- What parts of the scale provided the mosthelpful feedback? How could you improve it?

Print Material


• The Canadian Active Living Challenge• Double Dutch Handbook• Fit Skip Ness: The Skipping Challenge• Fitness Fun• Physical Education: VCE Units 1, 2, 3, 4• Power Training for Sport: Plyometrics for


Education• Skip To Health• Skip To It! The New Skipping Book

Video

• Archery: On Target for Fun

Multimedia



28

GRADE 8 • Personal and Social Responsibility


• select and apply rules, routines, and proce-dures of safety in a variety of activities

• demonstrate self-confidence while participat-ing in physical activity

• demonstrate appropriate social behaviourwhile working co-operatively in groupactivities

• demonstrate etiquette and fair play• identify the relationship between physical

activity and the development of self-esteem• identify and demonstrate positive behaviours

that show respect for individuals’ potential,interests, and cultural backgrounds

• describe and apply leadership skills related tophysical activity

• identify the knowledge, skills, and personalattributes required to qualify for specificcareers related to physical activity

While participating in a variety of activities,students identify and demonstrate positive personaland social behaviours (e.g., teamwork, co-operation,leadership, fairness). Students develop self-confi-dence, self-esteem, and problem-solving ability byparticipating in activities that enhance their skills,and they show respect for the varied interests,potential, and cultures of others. Students also gaininformation regarding career opportunities relatedto physical activity.

Strategies

• With the students, establish safety proceduresrelated to equipment use, set-up and take-down,and emergency situations.

• Have students create posters that highlightpositive behaviours or fair-play rules.

• As a whole class or in small groups, generate alist of appropriate social behaviours (e.g., sharingequipment, passing to team members, offering toassist others).

• Discuss rules, safety considerations, and etiquetteappropriate for specific activities in each move-ment category.

• Discuss how health relates to work and toqualifying for a job.

• Arrange field trips to community or fitnesscentres or invite guest speakers who present avariety of non-traditional role models, and havestudents research careers related to physicalactivity.

• Have students prepare a video presentation orslide show advertising a career related to physicalactivity.

• Have students design a career wheel poster witha physical activity in the centre, showing howthat activity relates to a wide range of jobs andprofessions.

• Discuss the emotional and physical damage andrisks associated with sports and fitness stereo-types. (e.g., “Girls aren’t strong,” “Jocks aren’tsmart.”)


29


• Teachers may find the reference set EvaluatingGroup Communication Skills Across Curriculumhelpful in assessing some outcomes.

• The Student Responsibility Scale (see Appendix D)may be used for self-, peer, and teacher assess-ments. Teachers may wish to incorporate this scaleinto their formal or informal reporting.

• In pairs or small groups, students prepare andpresent a safety demonstration as each sport oractivity is introduced throughout the course. Eachstudent participates in at least one demonstrationduring the course. Students are responsible forobtaining peer feedback to assess the success oftheir demonstrations. Teachers may also choose toassess their work.

• Students choose a sport or activity they areinterested in and another that offers a strongcontrast (e.g., wrestling and tennis, football andcricket). Students work in pairs; each choose asport or activity; identify the expectations andrules that govern etiquette and fair play; thenmake a chart showing differences and similarities.Individual and dual activities could be comparedto team activities. As a summary, have studentscomment on and account for some of the keydifferences in sports or activities and draw one ortwo conclusions or generalizations about fair playand etiquette. Criteria might include:- rules and expectations for fair play and

etiquette are complete and accurate- appropriate identification of similarities and

differences- understanding the factors that affect ideas of

fair play/etiquette- recognition of the underlying principles that

generalize across sports and activities

Print Material



• The Canadian Active Living Challenge• Drugs and Sports: The Score• Facts and Stats• Fair Play—It’s Your Call• Fun ‘n Motion: Helping Girls & Young

Women Set Goals for Lifelong PhysicalActivity!

• Gender Equity Through Physical Education• Great Careers for People Interested in Sports

and Fitness• Self Esteem, Sport and Physical Activity• Self Esteem, Sport and Physical Activity

(CAAWS)• Smart Cycling—Instructor’s Manual (Primary

and Junior Levels)• Sports First-Aid: A Guide to Sport Injuries• The Student Leadership Development

Program (Secondary)• Teaching Children Physical Education• Team Building Through Physical Challenges• Towards Gender Equity For Women In Sport:

A Handbook for National Sport Organiza-tions

Video

• Kids Sports• Lacrosse: The Creator’s Game• Steroid Alert

Multimedia

• Boatwise• Moving to Inclusion


30



• identify and describe the benefits of activeliving

• demonstrate a willingness to participate in awide range of activities from all movementcategories

• set and evaluate goals to develop personalfitness abilities and maintain a healthylifestyle

• plan and participate in personal fitness andactivity programs, using the principles oftraining

• plan and lead appropriate warm-up and cool-down activities

• analyse and explain the effects that nutrition,fitness, and physical activity have on bodysystems before, during, and after exercise


• design, analyse, and modify nutritionprograms for self and others

• select and perform appropriate activities forpersonal stress management and relaxation

• identify outdoor living skills and a code ofresponsible behaviour in the outdoors

• explain how changes in body growth affectmovement skills or concepts

• demonstrate a personal functional level ofphysical fitness

While participating in activities from all movementcategories, students increase understanding andpractise the components of healthy living. Theseinclude fitness, nutrition, goal setting, stress manage-ment, and knowledge of the effects of exercise onbody systems. Students continue to develop a positiveattitude toward active living in the pursuit of lifelonghealth and well-being.

Strategies

• Have the class list community activities in whichknowledge of different dances would help studentsbe part of a social event.

• Have students, through research and brainstorm-ing, describe the benefits of active living. Havethem create a poster that depicts various activitiesand identifies those that are a part of active living.

• Have students establish and evaluate personalgoals related to fitness, motor abilities, and themaintenance of a healthy lifestyle, using journals,active health labs, and personal fitness assessments.Have them use computers to graph progress.

• Have students create a personal fitness log thatincludes specific exercises incorporating theprinciples of training: frequency, intensity, time(FIT).

• Have students plan and lead warm-up and cool-down activities for specific activities or personalfitness programs.

• Have students design a nutritional plan appropri-ate for a specific activity (e.g., cross-countryrunning, weight lifting, aerobics).

• Have students, through brainstorming and re-search, identify factors that might affect physicalactivity choices throughout life (e.g., communityresources, physical needs, career choices, climate,cost).

• Have students plan activities that would helpreduce stress in their daily routines.

• Have students brainstorm and list appropriateresponsibilities in an outdoor setting for land- andwater-based activities.

• Have students plan and participate in an outdooreducation experience at an outdoors school, in awilderness setting, or in the community.


31


• Students identify an aspect of nutrition that isimportant to them. For example, they may focuson how their current eating habits affect theirenergy level. They record their daily food intakefor two weeks. Then, using the Internet, theyresearch current information on their particularnutritional interest and develop a set of guide-lines related to it. (The teacher specifies therequirements of the assignment, such as length,format, and criteria for scoring, and explicitconnections between nutrition and body sys-tems.) Finally, students analyse their eating habitsand identify at least two changes that would helpthem address their concern.

• Students develop an activity plan that includesshort-term goals. Each week they record theiractivities and comment on progress. At the end ofa term, students review their records and list:- positive changes in their activities- what parts of their plans seemed to work best,

and why- what they learned from this activity that they

could apply in the future

Print Material



• The Canadian Active Living Challenge• On the Move• Physical Education: VCE Units 1, 2, 3, 4• Power Training For Sport: Plyometrics for



Video

• Kids Sports

Multimedia


Software

• MacDine Perfect


32



• apply movement skills and concepts to avariety of alternative-environment activities

• plan and participate in activity-specific motorskills in a variety of alternative environments

• apply survival skills in a variety of environ-ments

Through a variety of alternative-environmentactivities (e.g., canoeing, hiking, aquatics,orienteering), students expand their knowledge ofand skills in specific activities in community andoutdoor settings. Students may apply movementconcepts and skills to a variety of land- and water-based activities, which provide a foundation forpursuing lifelong activities in alternative settings.

Strategies

• Have students perform locomotor and non-locomotor skills as they relate to alternative-environment activities such as route finding andmap reading for orienteering.

• Have groups of four to six students create anorienteering course using a compass and a map ofan assigned area. Exchange courses with othergroups, and follow their course.

• Have students list and perform various exercisesand drills that would help prepare them foractivities in alternative settings (e.g., exercises tostrengthen quads for skiing activities, stretchingand running activities for hiking andorienteering, upper-body exercises for canoeingor hiking).

• Have students list sports and other physicalactivities available in their community anddiscuss factors involved in accessing them (e.g.,cost, location, schedule).

• Have students plan a day hike, identifyingequipment needs, preparatory activities, safetyconsiderations, environmental concerns, food,and so on.

• Have students research, discuss, and demonstratea variety of safety techniques useful for alterna-tive-environment activities.

• Have students participate in an aquatic programto develop strokes, water-safety and lifesavingskills.


33


• Working in groups, students plan an orienteeringactivity, then write a quiz to demonstrate theirunderstanding of safety rules and ethics fororienteering. They exchange quizzes with theirclassmates for answering. Quizzes might includetrue-or-false statements such as the following:- Orienteers may visit the controls in any order

they wish during a cross-country orienteeringevent. T____ F____

- Orienteers may cross an area marked out-of-bounds provided they feel that they can do sosafely. T____ F____

- An international distress signal is three blastson a whistle. T____ F____

• In creating the orienteering courses, students setmap requirements. They exchange maps andcheck for the following map features:- orientation by compass- direction-of-travel arrow- start and finish points- measurement scale- orienteering arrow

• After groups have created, exchanged, andfollowed orienteering courses, they meet to assessand report on results. Their assessments shouldinclude:- appropriate difficulty level of the courses- accuracy and clarity of the maps- accuracy in following course directions- time required to complete the course

• Students maintain a log book or journal as theyparticipate in various activities. They mayrespond to the following:- The activity(ies) I enjoyed most are _________

because _________.- The activity(ies) I enjoyed least are _________

because _________.- A new activity I would like to try is _________

because _________.- A new skill(s) I learned or improved upon was

_________ and this occurred because ________.

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• apply movement skills and concepts to createmovement sequences, with or without music

• create, choreograph, and perform dances forself and others in a variety of dance forms

• apply the principles of mechanics to improveperformance in dance activities

Through a variety of dance forms (e.g.,multicultural, contemporary, ballroom) studentsperform basic movement patterns to music. Stu-dents become familiar with the concepts of time,rhythm, spatial awareness, and sequencing. Theseconcepts will be applied in individual, couple, andgroup formations.

Strategies

• Have students perform various dance steps (e.g.,Slap Leather, waltz, Jiffy Mixer) individually bypatterning teacher or peer demonstrations.

• Have students perform dance steps in specificformations (e.g., couple, circle, line).

• Discuss appropriate social etiquette for dancesfrom a variety of cultures.

• Have students research dances from variouscultures (e.g., Indo-Canadian, Japanese, SouthAmerica, Aboriginal) and prepare a presentationto the class.

• Use music of different cultures to have studentsexplore locomotor and non-locomotor move-ments (e.g., turns, hand movements, bodypercussions) and basic folk dance steps.

• Have students work with a partner or in smallgroups to create a dance. (Select music, make up aname, select a formation, and create the steps.)

• Have students work in groups of three to five topractise Tinikling steps and create one new stepof their own.

• Have students select an object (e.g., fan, cane, hat,tambourine) and use it in a dance sequence.

• Use poetry, pictures, or themes (e.g., sports,nature, animals) as a stimulus for dance se-quences.


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Teachers may wish to use the Student ResponsibilityScale (see Appendix D) to assess these aspects ofstudent development.

• Students work with a partner or in small groupsto choose a theme based on an emotion, situation,or concept. Using a dance they have learned,students change some elements in order toconvey their theme. Work with the students todevelop assessment criteria such as the following:- Design—modification and original elements

flow smoothly, movements are challenging,dance is within skill level of performers,movements fit tempo and rhythm, dancereflects intended theme.

- Performance control—confident; interpretive;in unison, if relevant; in tempo and on beat.

• Students write a report showing evidence of theirunderstanding of movement skills and bodymechanics by analysing their own dance perfor-mance. For example, have them respond to thefollowing:- Identify a dance movement that is easy for you

to perform with a high degree of control.Explain why in terms of movement skills andbody mechanics (balance, motion, force,levers).

- Identify a dance movement that is difficult foryou. Explain why in terms of movement skillsand body mechanics (balance, motion, force,levers).

• Assess student responses using criteria such as:- accurate understanding of the concepts

involved- relevance of the information included- logical explanation of the effect of mechanics

on performance- clarity and comprehensiveness of the explana-

tion

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• apply movement skills and concepts to avariety of game activities

• demonstrate ways to send, receive, and retainan object with increased speed, accuracy, anddistance

• apply activity-specific motor skills in gameactivities

• apply and demonstrate basic offensive anddefensive strategies

• apply the principles of mechanics to improveperformance in game activities

Through a variety of games, students developindividual skills, techniques, strategies, and spaceawareness. Motor skills and concepts taught inprogression provide a basis for participation in avariety of game activities. Inherent in playing allgames are co-operation, respect for self and others,fair play, and etiquette.

Strategies

• Review equipment needs, safety rules, andresponsibilities (e.g., proper handling of bats,sticks, racquets, and balls).

• Have students participate in running games,drills, warm-up exercises, and modified gameactivities as a lead-up to complex game skills andstrategies.

• Use a variety of objects and implements (e.g.,balls, racquets, quoits, hoops) to practise activity-specific motor skills such as dribbling, passing,catching, and serving.

• Have students apply motor skills, game strate-gies, and body mechanics to small- and large-group game activities (e.g., modified, co-opera-tive, or competitive games such as cricket,badminton, soft lacrosse, parachute games).

• Have students create a competitive or co-operative game or challenge including selectingequipment and number of players, designingrules and strategies, and teaching the game toanother group.

• Have students practise offensive and defensivestrategies.

• Discuss ways in which various skills (e.g.,dribbling, shooting, passing) are transferred fromgame to game.

• Have students, in pairs or small groups, analyseeach other’s performance based on predeter-mined mechanical criteria for specific skills.

• Have students research games from variouscultures or the history of a selected game. Havethem teach a game to others.

• Discuss ways to adapt game activities forstudents who are physically or intellectuallychallenged.


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• Students work with the teacher or in smallgroups to identify key criteria for assessingmovement skills and concepts involved inbasketball. For example:- dribbling—control with both hands, head up,

push ball to floor, controlled- passing—accurate, index finger points to

receiver, aims for chest, moderate pace,catchable

- shooting—arm position follow-through, ballflies in arc pattern, accurate

- offensive strategies—anticipates, quickadjustment from defence to offence, appropri-ate position, moves to open space, aware ofteammates’ positions

- defensive strategies—anticipates, quickadjustment from offence to defence, maintainsposition, checking stance

Students use a rating scale, based on thesecriteria, to assess demonstrations of skills.

• Assign students to develop two or three ques-tions (e.g., “What would you do if? . . .”) that willchallenge their classmates to apply the rules andstrategies of a game they have learned in class.

• Students are assigned a basic manipulative skillto demonstrate. They are instructed to extend ormodify the task to make it appropriate for theirskill level. For example, an overhand pass to apartner can be extended by using the other hand,increasing the distance, or adding speed; it can bemodified by having students move closertogether or use a larger ball. Notice students whocan adjust the test to their skill level while stillkeeping it challenging.

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• apply movement skills and concepts whenperforming gymnastic activities

• select, perform, and evaluate gymnasticsequences, using a variety of small and largeapparatus

• apply the principles of mechanics to improveperformance in gymnastic skills

Through gymnastics, students develop poise, grace,rhythm, co-ordination, balance, strength, flexibility,and effective body mechanics. Individual skills aretaught in progression to provide the basis for thedevelopment and performance of a variety ofgymnastic sequences.

Strategies

• Demonstrate and then have students work withpartners to practise proper spotting techniques onmats and various apparatus.

• Have students, working individually and withpartners, practise specific gymnastic skills such asforward rolls, shoulder backward rolls, head-stands, and cartwheels.

• Have students experiment on various equipmentto create gymnastic sequences, recognizing theirlimitations and potentials according to setcriteria.

• Have students select an event or equipment thatbest suits their capabilities and practise indi-vidual stunts and motor skills necessary forcreating a gymnastic sequence.

• Have students use ribbons, hoops, balls, or clubsto create rhythmic gymnastic routines (e.g.,ribbon movement on various planes, combinedwith complementary body movement).

• Have students use station approach to developgymnastic skills, incorporating balance, travellingweight transfer, flight, takeoff, and land.

• Have students use task cards to outline move-ment challenges on small and large apparatus(e.g., create a three-part sequence on the bench,showing three balances at two different levels).


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• The teacher discusses and provides copies of arating sheet (see example below) on which peerobservers may rate and comment on studentdemonstrations. The criteria chosen should fit thetype of gymnastics the class is working on. Foreach skill performed, a peer observer rates eachcriterion using a three-point scale (1—needswork; 2—competent; 3—strong). Teachers maywish to specify other requirements (e.g., demon-strating a set number of skills, choosing one skillon each apparatus, choosing skills from differentgroupings provided by the teacher).

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• The teacher and several students may completeindependent ratings and comments for the sameperformance (live or on videotape). Videotapingallows students to assess their own performance.The teacher may then assess students’ ability toevaluate a sequence by reviewing the ratingsheets, looking for:- reasonableness of the ratings- application of knowledge about mechanics in

suggestions for improvement- evidence of understanding of the criteria- clear suggestions or directions that would help

the performer improve

poise

grace

balance

rhythm

co-ordination

strength

difficulty level

safety

Comment


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• apply movement skills and concepts to avariety of individual and dual activities

• apply activity-specific motor skills whenperforming individual and dual activities

• apply the principles of mechanics to improveperformance in individual and dual activities

Through a variety of individual and dual activities,students gain the knowledge and skills required forrunning, jumping, and throwing activities related toathletics (track and field), individual manipulatives,combatives, and target activities. Students plantraining programs that involve performing, develop-ing, and increasing their understanding of thebenefits of a personal functional level of fitness forspecific individual and dual activities. The skills andprinciples taught may be transferred to lifelongleisure pursuits.

Strategies

• Have the class discuss equipment needs, safetyfor self and others, and responsibilities.

• Have students research a variety of trainingprograms (e.g., circuit, weight, interval training).

• Have students select, plan, and implement atraining program to suit their personal needs, andrecord their progress in a log or diary.

• Demonstrate and discuss with the class tech-niques used in various athletic activities, such asfield events (e.g., discus: holding the discus,rolling the discus, standing throw, half-turn, stepand throw, full turn) and target activities (e.g.,golf, archery, darts).

• Discuss ways in which various skills and me-chanics are transferred from activity to activity.

• Have students, working in pairs, use a checklistbased on predetermined mechanical criteria toanalyse each other’s performance of specificskills.

• Have students discuss and explain how bodytypes and changes can affect performance andfitness level.

• Have students use scarves, balls, or sticks topractise juggling skills individually, withpartners, and in small groups.

• Have students demonstrate and explain how touse various fitness equipment available at schoolor at local fitness centres.

• Have students work with partners to practisebasic self-defence skills, and discuss situationsthat may require these skills.


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• At the beginning of a unit of activities (e.g., trackand field, wrestling) identify the activities andskills students will work on. Each student selectsa specified number (usually one to three) of skillsor techniques that they will develop forpresentation. Students who are working on thesame skill work together to develop assessmentcriteria. The teacher uses the same criteria toassess students’ demonstrations at the end of theunit. Sample criteria: form (body positions),control, consistency, focus or concentration,fluidity, power, speed and distance (if relevant),accuracy (if relevant).

• After evaluating their individual fitness level andidentifying activity or skill goals, students designa training program to address their needs andinterests. They may keep the followingcomponents in a portfolio for periodic review:- fitness evaluation results- a written analysis of fitness level- a plan for a personal training program

outlining activities, time frame for training,and fitness components to be addressed

- an activity log showing date, time, and activityperformed

- a journal that includes comments on theirprogress and strategies for overcomingobstacles

- research articles and other information directlyrelated to their personal training program

- a graphic summary (possibly a computerspreadsheet) of their progress

Note: this portfolio should not become a writingactivity. Most entries can be lists, symbols, orgraphs.

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• select and apply rules, routines, and proce-dures of safety in a variety of activities fromall movement categories

• demonstrate positive behaviours that indicateself-respect and self-confidence whileparticipating in physical activity


• demonstrate etiquette and fair play• identify and demonstrate positive behaviours

that show respect for individuals’ potential,interests, and cultural backgrounds

• describe and apply leadership skills related tophysical activity

• identify the knowledge, skills, and personalattributes required to qualify for specificcareers related to physical activity

While participating in activities from all movementcategories, students apply positive personal andsocial behaviours. Students demonstrate respect forself and others. They apply leadership skills,teamwork, and problem-solving skills related tophysical activities to foster effective communication.Students also research career opportunities inphysical activities and identify work-related healthbenefits.

Strategies

• Discuss with students how to set goals andaccurately evaluate their abilities in relation tomovement tasks.

• In small groups or as a whole class, have studentslist behaviours that demonstrate self-respect andrespect for others (e.g., ways to assist others whenparticipating in physical activities).

• Have students brainstorm the idea of working co-operatively, finding examples (e.g., peer coach-ing, sharing ideas, teamwork).

• Discuss fair-play rules and etiquette for specificactivities such as tennis, dance, golf, and cricket.

• Encourage students to develop leadership skillsby assuming responsibilities (e.g., leading warm-up or cool-down activities, setting up and takingdown equipment, working with ESL students).

• Discuss how health relates to work life, qualify-ing for a job, and reducing illness and time away.

• Invite male and female guest speakers fromdifferent ethnic groups to talk about careersrelated to physical activities.

• Discuss the emotional and physical damage andrisks associated with sports and fitness stereo-types (e.g., "Girls aren't strong," "Jocks aren'tsmart.")

• Discuss ways of improving sports-related careeroptions for girls and women.


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• The Student Responsibility Scale (see Appendix D)may be used as the basis for daily self-, peer, andteacher assessments during daily activities.Teachers may use this scale as part of their formalor informal reporting.

• Students may monitor their development ofleadership skills using a self- and peer assessmentsheet that lists several attributes of leadership.Teachers may work with students to develop a listof appropriate attributes and skills (e.g., acceptsresponsibility, makes plans, motivates others,makes decisions). Students indicate whether eachattribute is one they currently are demonstrating,have potential for, or are not interested in at thistime. This activity can be part of a goal-settingactivity.

• Students set two goals related to some aspect ofpersonal or social responsibility listed underPrescribed Learning Outcomes. For example, theymay wish to develop or improve on self-confi-dence, co-operative behaviour, fair play, leader-ship, respect for others of different abilities orbackgrounds, or knowledge about careers relatedto physical activity. Students track their progressusing a goal-setting sheet (see Appendix D for asample; other formats are included in the CAPPresource materials). Students review their progresswith a peer and with a family member or otheradult at least once during the course. At the end ofthe course, they review their progress in a briefconference with the teacher. Where it is notpossible for teachers to conduct individualinterviews, students may discuss their progresswith another adult and submit a summary of thediscussion.


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While participating in a variety of activities from allmovement categories, students increase theirunderstanding and practise the components of anactive, healthy lifestyle. These include fitness,nutrition, goal setting, stress management, andknowledge of the effects of exercise on bodysystems. Students will demonstrate a commitmentto an active, healthy lifestyle.

Strategies

• Have students list words for a concept map usingthe term active living (e.g., health, relaxation).

• Have students define active living in a journallisting ways to incorporate activity into dailyroutines.

• Have students plan, assess, and maintain apersonal fitness and activity program,incorporating the principles of training.

• Have students list recreational programs thatmeet their personal fitness needs (e.g., privategym programs, community-based sportprograms).

• Have students make charts and posters listingwarm-up and cool-down activities for eachmovement category, and lead a group or the class.

• Have students research good nutritional practicesand create and maintain a food diary for theirpersonal fitness and nutritional needs.

• Have students list and perform a variety ofactivities in their daily routine that help reducestress and promote physical health and well-being.

• Have students take a first-aid course.• Have students help plan an outdoor activity.• Ask students to review and discuss a code of

responsible behaviour while participating inoutdoor activities. Have them refer to the FirstNations code.


• demonstrate a commitment to active living asan important part of lifestyle

• demonstrate a willingness to participate in awide range of activities from all movementcategories

• plan, assess, and maintain personal fitnessand activity programs using the principles oftraining


• analyse and explain the effects that nutrition,fitness, and physical activity have on bodysystems before, during, and after exercise

• plan and lead appropriate warm-up and cool-down activities

• design, analyse, and modify nutritionprograms for self and others

• select appropriate activities and design a planfor personal stress management and relax-ation

• define and apply the principles of first aid• identify outdoor-living skills and a code of

responsible behaviour in the outdoors• identify recreational and community

programs that promote a healthy lifestyle


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• Students and teachers write a series of quizzes toassess knowledge of topics such as first aid andprevention of athletic injuries. Student-designedquizzes may be administered orally or in writtenform, in small groups or in pairs.

• Working individually or in pairs, studentsinterview three people about how they reducestress in their lives. Students record the strategiesdescribed, then select one that could be adaptedto help them with their own stress, explaininghow it would be adapted and why it could beeffective in their personal stress management andrelaxation. Look for evidence of a reasonablerationale for the choice.

• Students develop and maintain a personalactivity and fitness program that includes:- a chart of in- and out-of-school activities- an activity log showing date, activity, and time

spent- an assessment of their personal fitness level

repeated at regular intervals (e.g., monthly,once each term)

- a list of activity and fitness goals for the termor year

- a fitness journal in which they record weeklycomments about their progress

- a summary at the end of each term orreporting period

Look for evidence of commitment to the goalsand plans students develop, participation in arange of activities, recognition of the principles oftraining, and conclusions that are supported bythe information in the portfolio.

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Through a variety of alternative-environmentactivities, students apply knowledge of movementskills and concepts to a variety of water- and land-based activities in alternative environments.Students learn first-aid and survival skills for use inoutdoor or wilderness settings.

Strategies

• Have students run through an obstacle courseand perform relay races in preparation fororienteering activities.

• Have small groups design orienteering courses,and then have others in the class participate ineach orienteering activity.

• Have students plan activities in a wildernesssetting (e.g., rock climbing, canoeing, camping).

• Use video instruction for activities such as rockclimbing, kayaking, backpacking, or sailing.

• Use gym and school facilities (e.g., climbingframe apparatus, ropes, running course) topractise for outdoor activities.

• Review survival skills using videos, simulations,charts, books, or guest speakers.

• Have students work in partners or small groupsto practise lifesaving procedures for water-basedactivities.

• Have students identify the appropriate attire andequipment needed for specific activities. (e.g., Forbackpacking, list the basic supplies needed for aday trip and overnight.)

• Have students research an alternative-environ-ment activity that they know little about,interview people who participate in the activityto find out why they enjoy it, and prepare amedia presentation advertising it.


• select, plan, and participate in activity-specific motor skills in a variety ofalternative-environment activities

• identify and apply survival skills needed in avariety of environments

• plan and participate in an outdoor experience


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• Teachers may find the reference sets EvaluatingGroup Communication Skills Across Curriculum andEvaluating Problem Solving Across Curriculumuseful as well as the Student Responsibility Scale.(See Appendix D.)

• Students work in small groups to select anactivity that is easily accessible within theircommunity. They should choose an activity inwhich they have already developed some skill.Groups plan a video presentation that shows:- how to prepare for the activity- instruction for and demonstration of key skills

or movements- their group participating in the activity

• Prior to the activity, the teacher presents ornegotiates criteria for the assignment. Forexample, each section of the video (preparation,skill instruction, participation) could be assessedin terms of the following criteria:- clear, easy to follow- includes all relevant information- shows attention to safety concerns and

survival skills, if neededIn addition, the performance of group membersduring the skills instruction and participationsegments could be assessed for form, execution,and difficulty level (if appropriate).

• Students keep a participation record of theirphysical activities in the community, includingphysical education class activities, other schoolactivities, and those they pursue out of school. Atthe end of the term or course, they submit theirrecords along with a brief summary outlining:- what their participation tells about their skills

and activity level- how their activities connect to movement skills

and concepts- which activities are likely to become lifelong

interests

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Dance provides opportunities for students to learnhow different cultures influence dance forms.Students develop social skills as they work togetherto perform a traditional dance or create dancesbased on movement skills and concepts they havelearned. These concepts will be applied in indi-vidual, couple, and group formations.

Strategies

• Have students perform dance steps from avariety of dance forms, such as folk, square,ballroom, and jazz, individually, in partners, andin small groups.

• Have students create dance steps while countingto music, using specific formations such as coupleposition, square, circle, or line.

• Have students create a dance incorporatingassigned movements (e.g., line dance turns,stomps, travels).

• Discuss appropriate social etiquette for dance(e.g., line dance, gracious ways to accept aninvitation, showing respect).

• Ask students to research the history of variousdance forms, and plan a presentation thatincludes teaching a dance to others, posters,pictures, and some general facts.

• Invite community dance groups (e.g., Aboriginal,Indo-Canadian, Chinese, Japanese, Ukrainian) tomake presentations.

• Use videos as instructional tools, and videotapestudent presentations of their dances.

• Have students, with partners or in small groups,create a dance using objects such as fans, scarves,ribbons, drums, or clubs, with or without music.

• Have students list ways to move and travel onwater, and then create a movement sequence thatdemonstrates life under the sea.


• apply movement skills and concepts to avariety of dance activities to create movementsequences

• create, choreograph, and perform dances forself and others in a variety of dance forms


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Teachers may find the reference set EvaluatingProblem Solving Across Curriculum helpful inassessing the outcomes.

• Students work in pairs to practise ballroom dancesteps and sequences that meet specificrequirements or challenges. They videotape theirperformance, and submit the video along with aself-analysis that considers the overall impact oftheir performance and the extent to which theyhave demonstrated the following criteria: correcttechnique, smooth turns, effortless movement,correct body position, movement in unison,movement on tempo and beat, and poise andconfidence. Students may use a rating scale oroffer comments on each category. Teachers andpeers may assess the performance using the samecriteria. This activity can be adapted to otherforms of dance.

• Students work in pairs or small groups to createand choreograph a dance sequence that theyteach to the class. The teacher presents taskrequirements (e.g., length, choice of styles,number of students, difficulty, number of stepsand changes). After each group presentation,classmates may answer the following questions:- Was the dance easy to learn? Why or why not?- Did the people who designed it demonstrate

the steps or moves effectively?- Was the dance appropriate for the interests and

skill levels of the class? Why or why not?

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• apply movement skills and concepts toperform and create a variety of game activi-ties

• demonstrate with efficiency and form ways tosend, receive, project, and retain possession ofan object

• analyse and demonstrate basic offensive anddefensive strategies

• adapt and improve activity-specific motorskills in game activities

• apply the principles of mechanics to improveperformance in game skills

Students develop a variety of motor skills, strategies,and techniques that may be applied to game activi-ties. Activity-specific motor skills taught in progres-sion provide the basis for skill development in allgame activities. Inherent in playing all games are co-operation, respect for self and others, fair-playbehaviours, and etiquette.

Strategies

• Discuss the importance of safe handling of bats,sticks, racquets, and so on.

• Have students practise footwork while moving indifferent directions and pathways withoutcolliding, keeping their heads up, andmaintaining control.

• Adding equipment, have students work individu-ally and with others to perform activity-specificmotor skills related to an activity (e.g., cricket,volleyball, badminton).

• Have students work in small groups to applyactivity-specific motor skills to modified and co-operative game situations (e.g., side-linebasketball, six-a-side soccer, soft lacrosse).

• Have students demonstrate offensive anddefensive strategies such as one-on-one, two-on-two.

• Have students explore and research variouscultures’ games such as netball (England), hurling(Ireland), and lacrosse (First Nations).

• Discuss ways in which various skills are trans-ferred from game to game.

• Have students, working in pairs or small groups,analyse each other’s performance based onpredetermined mechanical criteria for specificskills.

• Have students create a co-operative game orchallenge with a partner or small group, selectingspecific skills (e.g., throwing and catching usingscoops and whiffle balls, striking skills using feetor hands).

• Students with physical disabilities may useadapted equipment (or specific skills and rulesmay be modified).


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• As students play games they have focussed on inclass, the teacher and peer observers look for anddocument evidence of specific behaviours andskills such as the following:- efficiency and form in sending, passing,

receiving, projecting, shooting, and retainingpossession of the ball, puck, or other object.

- footwork- teamwork- offensive strategies (e.g., moving into

positions, passing)- defensive strategies (e.g., anticipating,

adjusting, reacting, maintaining position orterritory, checking)

- concentration and anticipationObservers rate or comment on each aspect of theplayer’s performance, and then give therecording sheet to the player, who can addcomments or explanations before submitting it tothe teacher as evidence of skill development.Teachers may spot check the observations toensure that all students are applying similarstandards.

• At the beginning of each class, all studentsidentify a skill they wish to improve or extend. Atthe end of the class, students rate or comment ontheir level of success and effort, using a three- tofive-point scale. Each day the teacher choosesfour or five students to demonstrate their chosenskills, and adds his or her rating to the studentsheets. These records may be kept as part of otherfitness or activity files students may be keeping.

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• apply movement skills and concepts to creategymnastic sequences

• select, perform, and evaluate gymnasticsequences, using a variety of small and largeapparatus

• apply the principles of mechanics to improveperformance in gymnastic skills

Through gymnastic activities, students developmovement skills and effective body mechanics.Individual skills taught in progression provide thebasis for creating and performing movement se-quences on mats, and using small and large appara-tus. Students select an event or piece of equipmentthat best suits their capabilities and learn individualstunts and gymnastic skills necessary for creatingmovement sequences. By participating in gymnasticactivities, students develop poise, balance, rhythm,and co-ordination.

Strategies

• The teacher or students demonstrate correctspotting techniques; then students practise with apartner on mats and various apparatus. Considersame sex, height, weight, and strength whenchoosing partners.

• Using a station approach, review specific gymnas-tic skills related to the themes of travel (e.g.,forward and backward rolls, straddle roll, diveroll), balance (e.g., headstand, handstand, frontscale), transfer of weight (e.g., cartwheel, roundoff),and flight (straddle, pike, tuck positions).

• Have students create a gymnastic sequence onapparatus with a focus on body movement andcontrol (e.g., for rings: hang and swing, swing up,balance and control moves, L-sit, straddle, pike,tuck, strength moves, controlled straddle dis-mount).

• Have students use small apparatus such as balls,ribbons, hoops, or clubs to develop movementsequences (rhythmic gymnastics), with or withoutmusic.

• Use task cards to present movement challengesfocussing on themes and gymnastic skills. (e.g.,“Create a movement sequence that includes twodifferent rolls, two balance positions on one tothree points, and two movements of your ownchoice.”)

• Have students work individually, with partners, orin small groups to create a sculpture, focussing onthe theme of balance. Begin by having all gymnastsbalance on two points; then try balancing on onepoint, three points, and so on.


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• Students are expected to choose, practise, anddemonstrate gymnastic sequences for events orequipment that best suit their capabilities. Asthey work on these activities, look for evidencethat individual students are:- challenging themselves- committed to improving- increasing poise and confidence- increasing body control and balance- aware of safety procedures- increasing strength and flexibilityThis information can assist students as they workto improve and extend their skills. Teachers maykeep a checklist or comment form for recordingtheir observations on an ongoing basis.

• Each student selects an event or piece of equip-ment and designs a movement sequence he or sheplans to perform at the end of the unit. Withteacher and peer support, students learn andpractise individual stunts and motor skillsnecessary for the movement sequence they haveplanned. Teachers and peers provide ongoingfeedback, rating and commenting on the extent towhich students demonstrate criteria such as thefollowing: difficulty, body control and balance,smooth transitions, safe use of equipment, andshape or form.

• Once students have mastered a task, they shouldfind ways to extend their skill by increasing thedifficulty. (e.g., To make a forward roll moredifficult, add height, an incline or decline,direction change, other students or equipment,and speed.) Students then demonstrate andrecord the results.


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• apply activity-specific motor skills whenperforming individual and dual activities

• apply the principles of mechanics to improveperformance in individual and dual activities

Students participating in individual and dualactivities develop running, jumping, and throwingskills used in athletics (track and field), juggling, andtarget activities. Students refine skills previouslylearned and increase their understanding of themechanics involved in all activities. Students alsodesign training programs to enhance understandingand demonstrate the benefits of a functional level offitness. The skills and principles taught contribute tothe pursuit of lifelong leisure activities.

Strategies

• Review equipment needs, safety for self andothers, and responsibilities.

• Invite qualified professionals in the community topresent and teach specific activities requiringcertification, such as self-defence and martial arts.

• Have students use video or film to highlight bodymechanics and techniquesfor various activities.

• Have students demonstrate and then analyseappropriate strategies for self-defence (e.g., attackand counterattack).

• Have students, working in pairs, use a checklistbased on predetermined mechanical criteria toanalyse each other’s performance of specific skills.

• Have students review and analyse techniquesinvolved in all aspects of various activities (e.g.,warm-up, cardiovascular component, low or highimpact, step class, strength and stretch exercises,floor work, cool-down).

• Have students compare and contrast body typesand their effects on performance (e.g., the tall, leanhigh jumper versus the short, muscular wrestler).

• Have students use a station approach to practisethrowing, jumping, and running events associatedwith athletics (track and field).

• Have students use scarves, sticks, and otherobjects to juggle, individually and with others.

• Have small groups select objects and createjuggling routines.

• Have students assess their personal fitness levelsand design a training program to develop per-sonal fitness goals.


55


Print Material


• The Canadian Active Living Challenge• Double Dutch Handbook• Fit Skip Ness: The Skipping Challenge• Physical Education: VCE Units 1, 2, 3, 4• Power Training for Sport: Plyometrics for



Video


Multimedia


• Students may view and analyse videos of class-mates and others performing specific motor skillsfor various activities. Task requirements mightinclude:- diagrams or sketches showing form at different

stages of the skill- a description of the body mechanics involved in

an activity or skill- an evaluation of the overall performance- suggestions for improvement, other challenges,

or an increased level of difficultyThis could be a self-assessment activity in whichstudents, working individually or in pairs, submitvideos of their own performance with the analysisdescribed above to demonstrate their understand-ing of the concepts.

• As students engage in various individual and dualactivities, they complete a record for each,including:- an assessment of key movement skills at the

beginning (could include teacher assessment)- selection of one or two skills for adaptation or

improvement- a record of progress- an assessment of key movement skills at

completion (could include teacher assessment)These records could be developed as graphs,checklists, or spreadsheets with brief annotations.In assessing student records, look for evidence of:- appropriate selection of skills for adaptation in

terms of previous experience (e.g., challenging,attainable with effort)

- complete an accurate assessment of initial andcompletion skill levels

- evidence of adaptation or improvementNote: Students may include these with otherrecords (e.g., fitness or activity portfolios or files).


56



• select and apply rules, routines, and proce-dures of safety in a variety of activities fromall movement categories

• demonstrate positive behaviours that indicateself-respect and self-confidence whileparticipating in physical activity

• demonstrate appropriate social behaviourwhile working co-operatively with others

• demonstrate etiquette and fair play• identify and demonstrate positive behaviours

that indicate respect for individuals’ poten-tial, interests, and cultural backgrounds

• apply leadership skills related to physicalactivity

• identify existing careers or potential entrepre-neurial ventures in the community related tophysical activities

While participating in a variety of activities,students demonstrate positive personal and socialbehaviours as well as apply leadership skills,teamwork, and problem-solving skills. Studentsmay gather information about career opportunitiesrelated to physical activity for their student learningplan, and identify the benefits of activity for lifelonghealth and well-being.

Strategies

• Review and reinforce rules, routines, and safetyissues.

• Have students videotape one or two activityclasses and record incidents in which safelyprocedures were followed.

• Have students list ways to show respect forothers in terms of cultural, physical, andintellectual differences, and so on.

• Have students create a poster that lists co-operative or fair-play behaviours.

• Have students list their personal attributes andabilities, and discuss how everyone’s potentialand interests vary.

• Review etiquette and fair-play rules using postersor handouts.

• Have students assume responsibilities such asleading groups, working with ESL students,using a buddy system, monitoring equipment,officiating, and working with students withdisabilities.

• Discuss how health relates to work life,qualifying for a job, and reducing illness and timeaway.

• Have students identify their potential forentrepreneurial community ventures related tohealth, sports, dance, leisure, or communityactivities.


57


Print Material



• The Canadian Active Living Challenge• Drugs and Sports: The Score• Facts and Stats• Fair Play—It’s Your Call• Fun ‘n Motion: Helping Girls & Young Women

Set Goals for Lifelong Physical Activity!• Gender Equity Through Physical Education• Great Careers for People Interested in Sports

and Fitness• Harassment in Sport: A Guide to Policies,

Procedures and Resources• Physical Education (Revised Edition)• Self Esteem, Sport and Physical Activity• Self Esteem, Sport and Physical Activity

(CAAWS)• Sports First-Aid: A Guide to Sport Injuries• The Student Leadership Development Pro-

gram (Secondary)• Teaching Children Physical Education• Team Building Through Physical Challenges• Towards Gender Equity For Women In Sport:

A Handbook for National Sport Organizations

Video


Multimedia


• The Student Responsibility Scale (see AppendixD) may be used by students, peers, or teachers toassess daily effort and participation. Teachersmay prefer to use the scale as a model; then havestudents develop their own class, group, orindividual scales.

• Use the reference set Evaluating Group Communi-cation Skills Across Curriculum to assess students’social behaviour. You may wish to videotapegroups as they work together in the classroom orgymnasium, and have them use the reference setcharts to focus a discussion of their groupbehaviours.

• Students identify two jobs or careers thatcurrently interest them. They research andanalyse each in terms of physical requirementsand develop a list of skills and attributes needed.They should include attributes that students maynot immediately consider, such as highconcentration (i.e., ability to sustain mental effortover a long period of time). Students write areport that assesses their current suitability foreach job in terms of the qualities listed, andanalyse how they might improve the physicalskills that would enable or enhance their perfor-mance of these jobs. Assessment criteria mightinclude a complete, accurate list of requirements,realistic self-assessment, and logical analysis.

PHYSICAL EDUCATION 8 TO 10APPENDICES

APPENDIX ALEARNING OUTCOMES

62

APPENDIX A: LEARNING OUTCOMES

• participate regularly in short periodsof vigorous activity with frequentrest intervals

• demonstrate behaviours thatindicate interest and enjoyment inphysical activity

• identify the importance of physicalactivity

• identify the parts of the human body

• identify the changes that take placein the body during physical activity

• identify good nutritional habits

• move safely and sensitively throughall environments

ACTIVE LIVING


• participate regularly in physicalactivity

• demonstrate a willingness toparticipate in a variety of activitiesfrom all movement categories

• identify components of physicalfitness and motor abilities

• describe and record changes inpersonal growth and development

• describe the importance of exerciseand its effect on the body

• participate in warm-up and cool-down activities

• identify the nutritional needs relatedto physical activity

• identify and describe positivebenefits gained from physicalactivity in a natural setting

• demonstrate and describe ways toachieve a personal functional levelof physical fitness

• participate regularly in vigorousphysical activities

• demonstrate behaviours thatindicate interest and enjoyment inphysical activity

• describe the benefits of physicalactivity

• identify changes in personal growthand development

• describe the changes that take placein the body during physical activity

• participate in warm-up and cool-down activities

• identify good nutritional habits

• participate in physical activityperformed in a natural setting

Grades K to 1 Grade 4Grades 2 to 3

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ACTIVE LIVING


• participate regularly in physicalactivity to develop components offitness and motor abilities


• identify and explain the effects ofexercise on the body systems before,during, and after exercise

• select safe activities that promotepersonal fitness and a healthylifestyle

• set and modify goals to developpersonal fitness and motor abilities

• explain fitness components andprinciples of training

• identify factors that affect choices ofphysical activity for life

• explain the benefits of and demon-strate warm-up and cool-downactivities

• record and analyse personalnutrition habits

• describe the relationships betweenphysical activity, stress manage-ment, and relaxation

• identify the factors to consider whenplanning outdoor activities and theimpact of physical activities on theenvironment

• demonstrate a personal functionallevel of physical fitness

• participate regularly in physicalactivities to develop components offitness and motor abilities


• describe how activity affects bodysystems and levels of physicalfitness

• select simple, safe activities thatpromote personal fitness and ahealthy lifestyle

• set and modify goals to developpersonal fitness and motor abilities


• participate in and describe thebenefits of warm-up and cool-downactivities

• explain the relationship betweengood nutritional habits and personalwell-being

• identify factors to consider whenplanning outdoor activities and theimpact of physical activities on theenvironment


• participate regularly in physicalactivity to develop components offitness and motor abilities


• describe how activity affectsphysical fitness

• identify safe activities that promotepersonal fitness and a healthylifestyle

• set goals to develop personal fitnessand motor abilities


• participate in and describe thebenefits of warm-up and cool-downactivities

• explain the relationship betweengood nutritional habits and physicalactivity

• identify and describe positivebenefits gained from physicalactivity in a natural setting

• demonstrate and describe ways toachieve a personal functional levelof physical fitness

Grade 5 Grade 6 Grade 7

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• identify the benefits of active living

• demonstrate a willingness toparticipate in a wide range ofactivities from all movementcategories

• identify and explain the effects ofexercise on the body systems before,during, and after exercise

• explain fitness components andprinciples of training

• set and modify goals to developpersonal fitness and motor abilitiesand to maintain a healthy lifestyle

• identify and describe factors thataffect choices of physical activity forlife

• explain the benefits of and demon-strate warm-up and cool-downactivities

• design and analyse a personalnutrition plan

• describe and perform appropriateactivities for personal stressmanagement and relaxation

• identify environmental factors whenplanning and participating inphysical activities in an outdoorsetting

• describe how changes in bodygrowth affect movement skills andconcepts


• demonstrate a commitment to activeliving as an important part oflifestyle


• plan, assess, and maintain personalfitness and activity programs, usingthe principles of training


• analyse and explain the effects thatnutrition, fitness, and physicalactivity have on body systemsbefore, during, and after exercise

• plan and lead appropriate warm-upand cool-down activities

• design, analyse, and modifynutrition programs for self andothers

• select appropriate activities anddesign a plan for personal stressmanagement and relaxation

• define and apply the principles offirst aid

• identify outdoor living skills and acode of responsible behaviour in theoutdoors

• identify recreational and communityprograms that promote a healthylifestyle

• identify and describe the benefits ofactive living


• set and evaluate goals to developpersonal fitness abilities andmaintain a healthy lifestyle

• plan and participate in personalfitness and activity programs, usingthe principles of training

• plan and lead appropriate warm-upand cool-down activities

• analyse and explain the effects thatnutrition, fitness, and physicalactivity have on body systemsbefore, during, and after exercise


• design, analyse, and modifynutrition programs for self andothers

• select and perform appropriateactivities for personal stressmanagement and relaxation

• identify outdoor living skills and acode of responsible behaviour in theoutdoors

• explain how changes in bodygrowth affect movement skills andconcepts


Grade 8 Grade 10Grade 9

ACTIVE LIVING


65


• move safely in a variety of alterna-tive environments

• use movement concepts and skills toparticipate in alternative-environ-ment activities

MOVEMENT (Alternative-Environment Activities)


• demonstrate activity-specific motorskills in a variety of alternativeenvironments

• demonstrate locomotor andnon-locomotor skills, body aware-ness, and space awareness whenperforming activities in alternativeenvironments

• move safely in a variety of alterna-tive environments


Grades K to 1 Grades 2 to 3 Grade 4

66




• participate safely in an outdoorexperience

• demonstrate activity-specific motorskills from activities in a variety ofalternative environments


• participate safely in activities in anatural or alternative setting


• participate safely in activities in anatural or alternative setting


67


• plan and participate in activity-specific motor skills in a variety ofalternative environments

• plan and participate in an outdoorexperience

• identify and use survival skills in avariety of environments

• select, plan, and participate inactivity-specific motor skills in avariety of alternative-environmentactivities

• identify and apply survival skillsneeded in a variety of environments

• plan and participate in an outdoorexperience

• apply movement skills and conceptsto a variety of alternative-environ-ment activities

• plan and participate in activity-specific motor skills in a variety ofalternative environments

• apply survival skills in a variety ofenvironments




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• demonstrate body awareness whenperforming dance activities

• move safely through space whencreating movement sequences withor without music

• perform locomotor and non-locomotor skills individually, with apartner, and with objects

• demonstrate basic dance steps, aloneand with others

• use movement to respond to avariety of stimuli

MOVEMENT (Dance)


• use the creative process to developdance patterns, alone and withothers

• demonstrate basic dance steps andpatterns, alone and with others, withand without objects

• select and perform simple move-ment sequences using elements ofbody awareness, space awareness,qualities, and relationships

• respond to a variety of stimuli tocreate movement sequences, aloneand with others

• demonstrate basic dance steps andpatterns using locomotor and non-locomotor skills, alone and withothers

• perform simple movement se-quences using elements of body andspace awareness

• perform simple movement se-quences using elements of body andspace awareness, qualities, andrelationships, alone and with others,with and without objects


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MOVEMENT (Dance)


• use the creative process to developdances, alone and with others

• refine and present dance sequencesfrom a variety of dance forms, aloneand with others

• select, refine, and present movementsequences using elements of bodyawareness, space awareness,qualities, and relationships in danceactivities

• use the creative process to developdance sequences, alone and withothers

• demonstrate dance patterns from avariety of dance forms, alone andwith others

• perform more complex movementsequences using elements of bodyawareness, space awareness,qualities, and relationships

• use the creative process to developdances, alone and with others

• refine dance patterns from a varietyof dance forms, alone and withothers

• select and perform complexmovement sequences usingelements of body awareness, spaceawareness, qualities, and relation-ships, alone and with others, withand without objects


70


• select, combine, and performlocomotor and non-locomotor skillsused in a variety of dance activities

• choreograph movement sequences,using the elements of movementand basic dance steps and patterns

• apply movement skills and conceptsto a variety of dance activities tocreate movement sequences

• create, choreograph, and performdances for self and others in avariety of dance forms

• apply movement skills and conceptsto create movement sequences withor without music

• create, choreograph, and performdances for self and others in avariety of dance forms

• apply the principles of mechanics toimprove performance in danceactivities

MOVEMENT (Dance)



71


MOVEMENT (Games)


• move safely in personal and generalspace, demonstrating body aware-ness

• demonstrate ways to retainpossession of an object

• demonstrate ways to send andproject an object using a variety ofbody parts and implements

• demonstrate ways to receive anobject using a variety of body partsand implements

• create and play simple games

• demonstrate ways to retainpossession of an object

• demonstrate ways to send andreceive an object using a variety ofbody parts and implements

• demonstrate ways to project anobject using a variety of body partsand movements

• create and explain games that usespecific skills

• demonstrate body and spaceawareness when performing simplegame-skills activities

• demonstrate ways to send, project,and receive an object with control,individually and with others, usinga variety of body parts and imple-ments

• demonstrate ways to retainpossession of an object with control

• demonstrate body and spaceawareness when performing gameactivities

• select and combine locomotor andnon-locomotor skills when creatingand participating in game activities

• use critical-thinking and problem-solving skills to create competitiveand co-operative games


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• select and combine locomotor andnon-locomotor skills when creatingand participating in game activities

• demonstrate body and spaceawareness when performing gameactivities

• demonstrate ways to send, receive,and retain possession of an objectwith increasing accuracy, individu-ally and with others, using a varietyof body parts and implements

• use critical-thinking and problem-solving skills to create competitiveand co-operative games

• demonstrate ways to send andreceive an object with increasingaccuracy, alone and with others

• aim and project an object withincreasing accuracy, with andwithout an implement

• demonstrate basic offensive anddefensive strategies

• identify and use principles ofmechanics to analyse performancein game activities

• use movement concepts and skills tocreate competitive and co-operativegame activities

• demonstrate basic offensive anddefensive strategies

• demonstrate ways to send, receive,and retain possession of an objectwith increased speed and accuracy

• demonstrate body mechanics toimprove performance in gameactivities

• demonstrate activity-specific motorskills from a variety of gameactivities

• select and combine movementconcepts and skills to createcompetitive and co-operative gameactivities

MOVEMENT (Games)



73


MOVEMENT (Games)


• select, combine, and performmovement concepts and skills tocreate competitive and co-operativegame activities

• demonstrate ways to send, receive,and retain an object with increasedspeed, accuracy, and distance

• apply activity-specific motor skillsin game activities

• apply basic offensive and defensivestrategies

• use body mechanics to describe theperformance of self and others

• apply movement skills and conceptsto a variety of game activities

• demonstrate ways to send, receive,and retain an object with increasedspeed, accuracy, and distance

• apply activity-specific motor skillsin game activities

• apply and demonstrate basicoffensive and defensive strategies

• apply the principles of mechanics toimprove performance in gameactivities

• apply movement skills and conceptsto perform and create a variety ofgame activities

• demonstrate with efficiency andform ways to send, receive, project,and retain possession of an object

• analyse and demonstrate basicoffensive and defensive strategies

• adapt and improve activity-specificmotor skills in game activities

• apply the principles of mechanics toimprove performance in game skills


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• create shapes and balances, andtransfer weight using a variety ofbody parts

• select ways to roll, travel, take off,and land safely

• create movements to performindividual movement sequences ingymnastics

MOVEMENT (Gymnastics)


• demonstrate locomotor and non-locomotor skills, body and spaceawareness, qualities, and relation-ships when performing gymnasticactivities

• use a variety of gymnastic themes tocreate sequences using equipmentand large apparatus, alone and withothers

• use problem-solving skills to solvemovement challenges

• perform simple gymnastic move-ments using locomotor and non-locomotor skills, elements of bodyand space awareness, qualities, andrelationships, alone and with others,with and without objects

• use a variety of gymnastic themes tocreate sequences using smallequipment and large apparatus,individually and with others


75


• select gymnastic movements withvariations in body awareness,qualities, and relationships, workingalone and with others

• create and perform sequences usingsmall equipment and large appara-tus, individually and with others

• select, combine, and performlocomotor and non-locomotor skillsin movement sequences, alone andwith others, with and withoutobjects

• select, refine, and present gymnasticsequences using movement conceptsand skills

• select, combine, and performgymnastic movements in complexsequences

• perform sequences using smallequipment and large apparatus,alone and with others

• demonstrate body mechanics toimprove gymnastic skills

• perform gymnastic movements withvariations in body awareness, spaceawareness, qualities, and relation-ships

• perform and evaluate sequencesusing small equipment and largeapparatus, alone and with others

• select, combine, and performlocomotor and non-locomotor skillsin gymnastic sequences, alone andwith others, with and withoutobjects




76




• select and safely combine gymnasticskills in complex movementsequences

• perform controlled takeoffs,landings, rolls, and balances at avariety of levels, using small andlarge apparatus

• perform locomotor and non-locomotor skills, showing qualitiesand relationships using small andlarge apparatus

• identify and use body mechanics toimprove performance in gymnasticskills

• apply movement skills and conceptswhen performing gymnasticactivities

• select, perform, and evaluategymnastic sequences, using avariety of small and large apparatus

• apply the principles of mechanics toimprove performance in gymnasticskills

• apply movement skills and conceptsto create gymnastic sequences

• select, perform, and evaluategymnastic sequences, using avariety of small and large apparatus

• apply the principles of mechanics toimprove performance in gymnasticskills


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• demonstrate ways to run, jump, andthrow safely

• perform simple motor skillsinvolved in individual and dualactivities

• perform locomotor and non-locomotor skills, individually andwith objects

MOVEMENT (Individual and Dual Activities)


• demonstrate activity-specific motorskills involved in individual, dual,and group activities

• aim and project an object at a targetwith increasing accuracy

• select and perform locomotor andnon-locomotor skills involved in avariety of individual and dualactivities

• demonstrate ways to throw an objectat a target with increasing accuracy

• select and combine activity-specificmotor skills involved in individualand dual activities


78


• apply activity-specific motor skillsrelated to individual and dualactivities

• apply body mechanics to improveperformance in individual and dualactivities

• aim and project an object at a targetwith increasing accuracy anddistance

• apply activity-specific motor skillsinvolved in individual, dual, andgroup activities

• aim and project an object toward atarget with increasing accuracy

• perform activity-specific motor skillsin creating individual, dual, andgroup activities

• identify and use principles ofmechanics to analyse performancein individual and dual activities




79




• use body mechanics related to avariety of individual and dualactivities to describe the perfor-mance of self and others

• apply activity-specific motor skillswhen performing a variety ofindividual and dual activities

• demonstrate ways to throw a varietyof objects toward a target withaccuracy

• apply movement skills and conceptsto a variety of individual and dualactivities

• apply activity-specific motor skillswhen performing individual anddual activities

• apply the principles of mechanics toimprove performance in individualand dual activities

• apply movement skills and conceptsto a variety of individual and dualactivities

• adapt and improve activity-specificmotor skills when performingindividual and dual activities

• apply the principles of mechanics toimprove performance in individualand dual activities


80


• show a willingness to listen todirections and simple explanations

• use safe behaviours when respond-ing to simple movement tasks

• demonstrate self-confidence whileparticipating in activities fromdifferent movement categories

• stay on-task when participating inphysical activity

• display a willingness to work withothers

• identify different roles in a variety ofphysical activities

• identify the links between work andleisure

PERSONAL AND SOCIAL RESPONSIBILITY


• identify and follow rules, routines,and procedures of safety in a varietyof activities from all movementcategories

• demonstrate self-confidence whileparticipating in physical activity

• identify and demonstrate etiquetteand fair play

• select and assume responsibility forassigned roles while participating inphysical activity

• identify and demonstrate positivebehaviours that show respect forindividuals’ potential, interests, andcultural backgrounds

• identify careers related to physicalactivity

• demonstrate the ability to listen todirections, follow rules and routines,and stay on-task while participatingin physical activity

• demonstrate safe behaviours whenparticipating in physical activity

• demonstrate self-confidence whileparticipating in activities fromdifferent movement categories

• display a willingness to share ideas,space, and equipment whenparticipating co-operatively withothers

• accept responsibility for assignedroles while participating in physicalactivity

• display a willingness to work withothers of various abilities, interests,and cultural backgrounds

• identify the links between work andleisure


81




• identify, describe, and follow therules, routines, and procedures ofsafety in a variety of activities in allmovement categories



• demonstrate etiquette and fair play

• select and assume responsibility forvarious roles while participating inphysical activity

• describe the leadership skills usedwhile participating in physicalactivity

• identify the knowledge and skillsrequired to qualify for specificcareers related to physical activities

• identify and follow rules, routines,and procedures of safety in a varietyof activities from all movementcategories





• identify and describe careers relatedto physical activity

• follow the rules, routines, andprocedures of safety in a variety ofactivities from all movementcategories





• identify leadership skills used whileparticipating in physical education

• identify careers related to physicalactivity


82


• select and apply rules, routines, andprocedures of safety in a variety ofactivities


• demonstrate appropriate socialbehaviour while working co-operatively in group activities


• identify the relationship betweenphysical activity and the develop-ment of self-esteem


• describe and apply leadership skillsrelated to physical activity

• identify the knowledge, skills, andpersonal attributes required toqualify for specific careers related tophysical activity

• select and apply rules, routines, andprocedures of safety in a variety ofactivities from all movementcategories

• demonstrate positive behavioursthat indicate self-respect and self-confidence while participating inphysical activity

• demonstrate appropriate socialbehaviour while working co-operatively with others



• apply leadership skills related tophysical activity

• identify existing careers or potentialentrepreneurial ventures in thecommunity related to physicalactivities

• select and apply rules, routines, andprocedures of safety in a variety ofactivities from all movementcategories

• demonstrate positive behavioursthat indicate self-respect and self-confidence while participating inphysical activity

• demonstrate appropriate socialbehaviour while working co-operatively in group activities



• describe and apply leadership skillsrelated to physical activity

• identify the knowledge, skills, andpersonal attributes required toqualify for specific careers related tophysical activity




APPENDIX BLEARNING RESOURCES

APPENDIX B: LEARNING RESOURCES

84


85

K/1 2/3 4 5 6 7 8 9 10 11 12

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Curriculum Organizer(s): Active Living Movement

Year Recommended: 1995

Supplier: Visual Education Centre Ltd.41 Horner Avenue, Unit 3Etobicoke, ONM8Z 4X4

Tel: (416) 252-5907 Fax: (416) 251-3720

Price: (not available)

ISBN/Order No: (not available)

Grade Level:

Archery: On Target for Fun

General Description: Twenty-five-minute videointroduces the fundemental skills of archery. Inter-spersed between skill sections is general informationpertaining to archery as a life long activity.

Caution: There is a short hunting sequence.

Audience: General

Category: Student, Teacher Resource

4. Curriculum Organizers

3. Cautions

2. Media Format

8. Supplier

7. Audience

6. Category

¨

¨

¨

¨

¨

¨

¨

What information does an annotation provide?

WHAT IS APPENDIX B?

Appendix B is a comprehensive list of the recommended learning resources for Physical Educa-tion K to 7. The titles are listed alphabetically and each resource is annotated. In addition,Appendix B contains information on selecting learning resources for the classroom.

5. The Grade Level Grid

¨

1. General Description


86

1. General Description: This section providesan overview of the resource.

2. Media Format: is represented by an iconnext to the title. Possible icons include:

Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc, Videodisc

Multimedia

Music CD

Print materials

Record

Slides

Software

Video

3. Caution: This category is used to alertteachers about potentially sensitive issues.

4. Curriculum Organizers: This categoryhelps teachers make links between theresource and the curriculum.

5. Grade Level Grid: This category indicatesthe suitable age range for the resource.

6. Category: This section indicates whether itis a student and teacher resource, teacherresource, or professional reference.

7. Audience: The audience category indicatesthe suitability of the resource for differenttypes of students. Possible student audi-ences include the following:• general• English as a second language (ESL)• Students who are:

- gifted- blind or have visual impairments- deaf or hard of hearing

• Students with:- severe behavioural disorders- dependent handicaps- physical disabilities- autism- learning disabilities (LD)- mild intellectual disabilities (ID-mild)- moderate to severe/profound disabilities (ID-moderate to severe/profound)

8. Supplier: The name and address of thesupplier are included in this category.Prices shown here are approximate andsubject to change. Prices should be verifiedwith the supplier.


87

SELECTING LEARNING RESOURCES FOR

THE CLASSROOM

Selecting a learning resource means choosinglocally appropriate materials from the list ofrecommended resources or other lists ofevaluated resources. The process of selectioninvolves many of the same considerations asthe process of evaluation, though not to thesame level of detail. Content, instructionaldesign, technical design, and social consider-ations may be included in the decision-making process, along with a number ofother criteria.

The selection of learning resources should bean ongoing process to ensure a constant flowof new materials into the classroom. It ismost effective as an exercise in group deci-sion making, co-ordinated at the school,district, and ministry levels. To functionefficiently and realize the maximum benefitfrom finite resources, the process shouldoperate in conjunction with an overall dis-trict and school learning resource implemen-tation plan.

Teachers may choose to use provinciallyrecommended resources to support provin-cial or locally developed curricula; or theymay choose resources that are not on theministry's list; or they may choose to developtheir own resources. Resources that are noton the provincially recommended list must

What about the videos?

The ministry attempts to obtain rights formost recommended videos. Negotiations forthe most recently recommended videos maynot be complete. For these titles, the originaldistributor is listed in this document, insteadof British Columbia Learning ConnectionInc. Rights for new listings take effect theyear implementation begins. Please checkwith British Columbia Learning ConnectionInc. before ordering new videos.

be evaluated through a local, board-ap-proved process.

CRITERIA FOR SELECTION

There are a number of factors to considerwhen selecting learning resources.

Content

The foremost consideration for selection isthe curriculum to be taught. Prospectiveresources must adequately support theparticular learning objectives that the teacherwants to address. Resources on theministry's recommended list are not matcheddirectly to learning outcomes, but they arelinked to the appropriate curriculum orga-nizers. It is the responsibility of the teacherto determine whether a resource will effec-tively support any given learning outcomeswithin a curriculum organizer. This can onlybe done by examining descriptive informa-tion regarding that resource; acquiringadditional information about the materialfrom the supplier, published reviews, orcolleagues; and by examining the resourcefirst-hand.

Instructional Design

When selecting learning resources, teachersmust keep in mind the individual learningstyles and abilities of their students, as wellas anticipate the students they may have inthe future. Resources have been recom-mended to support a variety of specialaudiences, including gifted, learning dis-abled, mildly intellectually disabled, andESL students. The suitability of a resourcefor any of these audiences has been noted inthe resource annotation. The instructionaldesign of a resource includes the organiza-tion and presentation techniques; the meth-ods used to introduce, develop, and summa-rize concepts; and the vocabulary level. The


88

suitability of all of these should be consid-ered for the intended audience.

Teachers should also consider their ownteaching styles and select resources that willcomplement them. The list of recommendedresources contains materials that range fromprescriptive or self-contained resources, toopen-ended resources that require consider-able teacher preparation. There are recom-mended materials for teachers with varyinglevels and experience with a particularsubject, as well as those that strongly sup-port particular teaching styles.

Technology Considerations

Teachers are encouraged to embrace avariety of educational technologies in theirclassrooms. To do so, they will need toensure the availability of the necessaryequipment and familiarize themselves withits operation. If the equipment is not cur-rently available, then the need must beincorporated into the school or districttechnology plan.

Social Considerations

All resources on the ministry's recommendedlist have been thoroughly screened for socialconcerns from a provincial perspective.However, teachers must consider the appro-priateness of any resource from the perspec-tive of the local community.

Media

When selecting resources, teachers shouldconsider the advantages of various media.Some topics may be best taught using aspecific medium. For example, video may bethe most appropriate medium when teachinga particular, observable skill, since it pro-vides a visual model that can be played overand over or viewed in slow motion fordetailed analysis. Video can also bring

otherwise unavailable experiences into theclassroom and reveal "unseen worlds" tostudents. Software may be particularlyuseful when students are expected to de-velop critical-thinking skills through themanipulation of a simulation, or wheresafety or repetition are factors. Print re-sources or CD-ROM can best be used toprovide extensive background informationon a given topic. Once again, teachers mustconsider the needs of their individual stu-dents, some of whom may learn better fromthe use of one medium than another.

Funding

As part of the selection process, teachersshould determine how much money isavailable to spend on learning resources.This requires an awareness of school anddistrict policies, and procedures for learningresource funding. Teachers will need toknow how funding is allocated in theirdistrict and how much is available for theirneeds. Learning resource selection should beviewed as an ongoing process that requires adetermination of needs, as well as long-termplanning to co-ordinate individual goals andlocal priorities.

Existing Materials

Prior to selecting and purchasing newlearning resources, an inventory of thoseresources that are already available shouldbe established through consultation with theschool and district resource centres. In somedistricts, this can be facilitated through theuse of district and school resource manage-ment and tracking systems. Such systemsusually involve a computer database pro-gram (and possibly bar-coding) to help keeptrack of a multitude of titles. If such a systemis put on-line, then teachers can check theavailability of a particular resource via acomputer.


89

SELECTION TOOLS

The Ministry of Education has developed avariety of tools to assist teachers with theselection of learning resources.

These include:

• Integrated Resource Packages (IRPs) whichcontain curriculum information, teachingand assessment strategies, and recom-mended learning resources

• learning resources information via annota-tion sets, resource databases on disks, theLearning Resources CD-ROM, and, in thefuture, on-line access

• sets of the most recently recommendedlearning resources (provided each year to anumber of host districts throughout theprovince to allow teachers to examine thematerials first hand at regional displays)

• sample sets of provincially recommendedresources (available on loan to districts onrequest)

A MODEL SELECTION PROCESS

The following series of steps is one way aschool resource committeee might go aboutselecting learning resources:

1. Identify a resource co-ordinator (for ex-ample, a teacher-librarian).

2. Establish a learning resources committeemade up of department heads or leadteachers.

3. Develop a school vision and approach toresource-based learning.

4. Identify existing learning resource andlibrary materials, personnel, and infra-structure.

5. Identify the strengths and weaknesses ofthe existing systems.

6. Examine the district Learning ResourcesImplementation Plan.

7. Identify resource priorities.

8. Apply criteria such as those found inSelection and Challenge to shortlist potentialresources.

9. Examine shortlisted resources first-hand ata regional display or at a publishers'display, or borrow a set from the LearningResources Branch.

10. Make recommendations for purchase.

FURTHER INFORMATION

For further information on evaluation andselection processes, catalogues, CD-ROMcatalogues, annotation sets, or resourcedatabases, please contact the LearningResources Branch at 387-5331 or by faxat 387-1527.


Active LivingMovement

1995

Supplier:

Year Recommended:

Grade Level:

Curriculum Organizer(s):

ISBN/Order No:

Price:

(not available)

(not available)

41 Horner Avenue, Unit 3Etobicoke, ONM8Z 4X4

Tel: (416) 252-5907 Fax: (416) 251-3720

Visual Education Centre Ltd.Caution: There is a short hunting sequence.

Audience: General

General Description: Twenty-five-minute video introduces thefundamental skills of archery. Interspersed between skillsections is general information pertaining to archery as alifelong activity.


Archery: On Target for Fun

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Active LivingMovementPersonal and SocialResponsibility

1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

(not available)

$10.00

c/o Glacier View Elementary School241 Becher DriveCourtenay, BCV9N 3Y4

Tel: (604) 338-1425 Fax: (604) 334-4837

School District No. 71, Physical EducationAssociation

Caution: Some visuals depict bike riders without helmets.

Audience: GeneralESL - useful tool for language acquisition and development ofpositive attitudesGifted - open-ended activities

General Description: Book provides a variety of teacher,student, and peer assessment, evaluation and observationchecklists, and data collection sheets. Useful for classroomteachers as well as specialists.

Category: Teacher Resource

Assessing Attitudes in Physical Education: ACollection of Assessment Tools

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MovementPersonal and SocialResponsibility

1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

(not available)

$40.00

26 Golden Gate CourtScarborough, ONM1P 3A5

Tel: 1-800-268-3579 Fax: (416) 293-2445

Canadian Power and Sail Squadrons (CPS)

Audience: General

General Description: Program Leader's Resource Kit and34-minute video are designed to teach basic safety boating drillswhile developing a spirit of co-operation and a positive attitudetowards the safety of themselves and others. The course can becovered in five weeks, using two-hour sessions. These sessionsare also sub-divided into two one-hour sections. Canadian Powerand Sail Squadrons are prepared to offer assistance to teachersdelivering this program.


Boatwise

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Active LivingPersonal and SocialResponsibility

1993

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

0-662-19966-9

(not available)

4th floor, Jeanne Mance Building, Tunney's PastureOttawa, ONK1A 1B4

Tel: (613) 954-8865 Fax: (613) 990-7067

Health and Welfare Canada Publications Unit

Audience: General

General Description: Three print components present the revisedCanada Food Guide in its rainbow format.

Category: Professional Reference

Canada's Food Guide to Healthy Eating(Revised)

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

(not available)

$29.50 per program

1600 James Naismith DriveGloucester, ONK1B 5N4

Tel: (613) 748-5639 Fax: (613) 748-5737

Canadian Intramural Recreation Association(CIRA)

Caution: In first two programs the use of helmets and lifejackets for bonus points is not appropriate.

Audience: General

General Description: Seventeen-minute video and four programsin individual binders promote different themes related toparticipation in active living, each of which is aimed at aspecific age group. Each program has three components:"Getting Started," "Doing," and "Thinking and Knowing."


The Canadian Active Living Challenge

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Movement

1993

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

(not available)

(not available)

1600 promenade James Naismith DriveGloucester, ONK1B 5N4

Tel: (613) 748-5629 Fax: (613) 748-5692

Canadian Cycling Association / Associationcycliste canadienCaution: This manual assumes an instructor level of knowledge.

Audience: General

General Description: A beginner's bicycling course for youngcyclists. The course constitutes one of the first levels of theCanadian Cycling Association’s Can-Bike program of cyclingeducation. This course teaches basic bicycle handling skills,basic traffic skills and basic safety maintenance requirements forsafe and proper use of bicycles on two-lane, two-way roads.


Cycle Right (Can-Bike Program) - Instructor'sGuide

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

0-9692891-0-3

$10.95

130 Longfield CrescentAncaster, ONL9G 3N7

Tel: (905) 648-0178 Fax: (905) 648-7240

ATEC Marketing LimitedCaution: Safety concerns need to be addressed before studentsattempt certain skills.

Audience: General

General Description: "How-to" skipping handbook thataddresses turning techniques, entering the ropes, jumping, andexiting. An instructor's section provides 20 sequential lessons andoverviews for teaching skipping.


Double Dutch Handbook

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

0-662-59614-5

(not available)

3055 Westbrook MallVancouver, BCV6T 1Z3

Tel: (604) 822-3049 Fax: (604) 822-4600

Sport Medicine Council of B. C.Audience: General

General Description: Bilingual booklet jointly developed by theRCMP, the Canadian Centre for Drug Free Sport, and sportmedicine communities. Topics cover: what drugs are used,anabolic steroids, other drug concerns, recognition of a problem,prevention, and where to get help. Current statistics.


Drugs and Sports: The Score

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

(not available)

No charge

305 - 1367 West BroadwayVancouver, BCV6H 4A9

Tel: (604) 737-3075 Fax: (604) 738-7175

Promotion PlusAudience: General

General Description: Resource folder consists of nine photocopiedarticles which provide current statistics, facts, and generalinformation on gender issues affecting females in physicalactivity and sport.


Facts and Stats

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

(not available)

(not available)


Tel: (613) 748-5624 Fax: (613) 748-5707

Coaching Association of CanadaAudience: General

General Description: Four manuals and one pamphlet focussingon the concept that if programs are to successfully provide socialinteraction and mental and physical conditioning, participantsneed to respect the written and unwritten rules of games.


Fair Play - It's Your Call

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

0-9692891-2-X

$19.95


Tel: (905) 648-0178 Fax: (905) 648-7240

ATEC Marketing LimitedAudience: General

General Description: Book describes single rope anddouble-dutch activities in progressively difficult levels. Focus ison fun and fitness while developing rhythm, balance,coordination, and endurance. Special teaching tips andachievement certificates are included.


Fit Skip Ness: The Skipping Challenge

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Movement

1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

0873223845

$17.95

Box 240401275 Walker RoadWindsor, ONN8Y 4Y9

Tel: (519) 944-7774 Fax: (519) 944-7614

Human Kinetics CanadaCaution: Teachers need to address safety concerns for activitieson page 43 (hoops scattered on the floor) and page 50 (towelsliding).

Audience: General

General Description: Book provides 85 physical activities andgames to help develop cardiorespiratory fitness, muscularstrength, endurance, and flexibility. Lessons are dividedaccording to warm-ups, quick activities and main activities.Teaching tips discuss age appropriateness, safety, instructions,cues, planning, etc.


Fitness Fun

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

(not available)

(not available)


Tel: (613) 748-5622 Fax: (613) 748-5737

CAHPERDCaution: Three worksheets feature small, incidental diagramsof bikers, skaters, and boarders with no safety gear (pages 12,39, 53).

Audience: General

General Description: Binder with background information,activities and resources addressing issues of concern to girls andyoung women in sport and physical activity. Topics include:development of self-esteem, value of participation, goal setting,and motivation. Classroom activities are organized aroundthese issues in two integrated modules.


Fun ‘n Motion! Helping Girls & YoungWomen Set Goals For Lifelong PhysicalActivity!

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

PBGESI-E

$17.25


Tel: (613) 748-5622 Fax: (613) 748-5737

CAHPERDAudience: General

General Description: Three components: a booklet addressinggender issues in physical education; ten checklist cards listingstrategies for action to effect change; a pamphlet highlightinggender appropriate language. Focus is on creating a genderequitable learning environment.


Gender Equity Through Physical Education

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

1-895579-16-3

$13.95

1902 - 11th Street SECalgary, ABT2G 3G2

Tel: (403) 233-7747 Fax: (403) 233-7769

Weigl Educational Publishers Ltd.

Audience: General

General Description: Book provides career information in aninterview-style personal profile with people employed insports-related careers (such as soccer coach, health consultant,fitness club coordinator, sports nutritionist, kinesiologist, sportsbroadcaster). Includes planning activities to encourage furtherexploration by the reader. Concludes with an open-endedactivity of assuming the role of an employer needing to identifywhich of two people to hire for a position based on theapplicants' covering letters, resumés, and interviewer's notes.


Great Careers for People Interested in Sportsand Fitness

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95



1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

1195-003-X

(not available)


Tel: (604) 737-3075 Fax: (604) 738-7175


General Description: Handbook provides information on thepolicies and procedures regarding harassment in sport andrelated legal issues. Most relevant to sport organizations settingup policies. Guide does not focus specifically on physicaleducation issues.


Harassment in Sport: A Guide To Policies,Procedures And Resources

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

143202

$10.00


Tel: (613) 748-5639 Fax: (613) 748-5737


Audience: General

General Description: Booklet provides an alternative andcreative approach to a special event. It is not an instructionalbook for swimming skills. It describes walking and runningactivities that mimic pool events on a floor area turned into"lanes." Activities are based on competitive swimming,synchronized swimming, diving, and sandcastle building.


How to Run a Swim Meet Without Water

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Movement

1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

0873224884/BLI0488

$22.50


Tel: (519) 944-7774 Fax: (519) 944-7614

Human Kinetics CanadaAudience: General

General Description: Book describes 35 traditional andnon-traditional games that encourage physical activity. Choicesrange from the simple to the highly complex. Backgroundinformation is also included.


Innovative Games

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96



1990

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

ILL033

$21.00

c/o Learning Resources Branch (Customer Service)878 Viewfield RoadVictoria, BCV9A 4V1

Tel: (604) 387-5331 Fax: (604) 387-1527

B. C. Learning Connection Inc.Audience: General

General Description: Video provides a look at howpsychological stress and sports injuries are manifested in youngchildren as a result of emphasizing winning at all costs. It givesteachers, coaches, and parents alternatives to promote fitness,fun, and good health practices through athletic participation.


Kids Sports

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

785-31-100

$99.00

775 Pacific Road, Unit 38Oakville, ONL6L 6M4

Tel: (905) 827-1155 Fax: (905) 827-1154

Magic Lantern Communications Ltd. (Ontario)Caution: Lack of female perspective within historical context;depicts First Nations women as passive spectators andperpetuates male "macho" image.

Audience: General

General Description: Twenty-five-minute video explores thehistory of lacrosse, its spiritual significance to First Nations,and their generosity in sharing lacrosse with white people.Interviews with modern lacrosse players and First Nationsleaders are interwoven with archival footage.


Lacrosse: The Creator's Game

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Active Living

1992

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

CMP2

$149.00

P.O. Box 14191425 Bishop StreetCambridge, ONN1R 7G7

Tel: (519) 740-3751 Fax: (519) 623-3540

PRS Group Inc.

Audience: General

General Description: Macintosh software program gives thenutritional components of food items so individuals improvetheir diets by balancing food choices with energy expenditureand lifestyle. Information regarding personal eating habits andfood choices is recorded and analyzed for strengths andweaknesses. Detailed information on diets is provided, and theuser is alerted to possible health problems resulting fromdietary choices. The user can create an on-going dietary journal.


MacDine Perfect

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1994

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

(not available)

$15.00 per booklet, $10.00 per video$150.00 for introductory binder


Tel: (613) 748-5639 Fax: (613) 748-5737


Audience: LD - promotes inclusionID (Mild) - promotes inclusionBlind/Visual Impairments - promotes inclusionID (Moderate to Severe/Profound) - promotes inclusionDependent Handicaps - promotes inclusionDeaf or Hard of Hearing - promotes inclusionPhysical Disabilities - promotes inclusion

General Description: Nine distinct disability-specific resourcemodules provide information related to a particular disability,along with implications for the physical education setting. Atenth module presents a condensed version of the other nine. Aseven-minute, open-captioned video presents examples of studentswith severe and multiple disabilities who have beensuccessfully integrated into physical education classes.


Moving to Inclusion

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Active LivingPersonal and SocialResponsibilityMovement

1994

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

SS0081

$22.00


Tel: (604) 387-5331 Fax: (604) 387-1527

B. C. Learning Connection Inc.

Audience: GeneralPhysical Disabilities - awareness video on striving to potential

General Description: Fifty-eight-minute colour documentaryvideo showing how five people who are physically disabledhave worked to overcome obstacles to excel in recreational andcompetitive sports. Participants describe how they have beenhandicapped only by the obstacles which have been put in theirway by society. They discuss how they have made adaptationsto their sport and to the environment in which the sports occur.


On Challenged Wings

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Active Living

1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

0-7726-2179-9

$10.00


Tel: (604) 737-3075 Fax: (604) 738-7175


General Description: Handbook outlines a process to implementan "On the Move" initiative, which increases the participationof girls and women in physical activity and sport.


On the Move

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98



1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

0-07713-0416-1/B1786-10

$9.00

712 Gordon Baker RoadToronto, ONM2H 3R7

Tel: (416) 502-1262 Fax: (416) 502-1101

Guidance Centre - O.I.S.E.

Audience: General

General Description: Booklet provides a current reference oncareer and occupational opportunities related to physicaleducation. It examines post-secondary training throughoutCanada; occupations in which a degree is essential; occupationsin which training is useful; physical education as a steppingstone to other health professions.


Physical Education (Revised Edition)

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

Units 1 and 2: 17-008829-4Units 3 and 4: 17-008830-8

(not available)

1120 Birchmount RoadScarborough, ONM1K 5G4

Tel: (416) 752-9100 (ext 261) Fax: (416)752-9365

Nelson CanadaAudience: GeneralGifted - many projects encourage critical thinking

General Description: Two softcover Australian texts offering acomprehensive overview and analysis of body images, healthfactors, learning physical skills, technique and technology,biomechanical principles, sociology of sport and fitness, andparticipation. Suggestions for student activities are included.


Physical Education: VCE Units 1, 2, 3, 4

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

0-920678-58-0

$18.95

1252 Speers Road, Units 1 & 2Oakville, ONL6L 5N9

Tel: (905) 825-2130 Fax: (905) 825-2130

Mosaic Press / International Publishers Inc.

Audience: General

General Description: Current Canadian book providesinformation on power training for developing individual trainingand fitness programs. Methodology, planning, illustrations,testing, and a glossary are included. The author has capturedtraining principles for the normal population, rather than forathletes who have enhanced their training with drugs.


Power Training for Sport: Plyometrics forMaximum Power Development

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

0873226712/BZAK0671

$47.50


Tel: (519) 944-7774 Fax: (519) 944-7614

Human Kinetics CanadaCaution: American measurements used for courts, fields,weights.

Audience: General

General Description: Book with 150 lessons for a wide range ofphysical activity and sports. Each lesson contains sections onpurpose, equipment and facilities, warm-ups, skill cues, teachingcues, activities, and closure.


Quality Lesson Plans for Secondary PhysicalEducation

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Active Living

1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

0-920846-06-8/068

$9.95

P.O. Box 5520, Station BVictoria, BCV8R 6S4

Tel: (604) 598-1426 Fax: (604) 598-1748

3S Fitness Group Ltd.Audience: General

General Description: Book takes a personal, anecdotal approachto explore the role and meaning of physical activity and sport inlife.


Running Through My Mind

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

(not available)

(not available)


Tel: (604) 737-3075 Fax: (604) 738-7175


General Description: Professional resource folder consists ofeight articles from various newspapers and journals addressingissues affecting girls and women in physical activity and sport,such as self-esteem and gender equity.


Self Esteem, Sport and Physical Activity

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100



1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

(not available)

$10.00


Tel: (613) 748-5793

Canadian Assn. for the Advancement of Womenand Sport and Physical Activity

Audience: General

General Description: Canadian background report addressingissues of self esteem and physical activity as they relate to girlsand women.


Self Esteem, Sport and Physical Activity(CAAWS)

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1995

Supplier:

Year Recommended:

Grade Level:


ISBN/Order No:

Price:

0-9692891-1-1

$10.95


Tel: (905) 648-0178 Fax: (905) 648-7240


General Description: Handbook details comprehensive methodsfor incorporating skipping into any fitness program. Five mainsections address the skills development approach, gamesapproach, creative approach, warming up for other activities,and training for sports.


Skip To Health

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Tel: (905) 648-0178 Fax: (905) 648-7240


General Description: "How-to" skipping reference provides basicand advanced skipping instructions. Teaching tips, diagrams,creative routines, and partner and small group work areprovided.


Skip To It! The New Skipping Book

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MovementPersonal and SocialResponsibility

1995

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0-920854-76-1

$13.00

400 - 4710 KingswayBurnaby, BCV5H 4M2

Tel: (604) 431-4200 Fax: (604) 431- 4275

Canadian Red Cross SocietyAudience: General

General Description: Guide deals with the basics of small craftsafety (canoeing, rowing, and power) as well as relatedconditions (weather, water, and survival) and preventiveaspects of boating (navigation, safety equipment, and emergencyprocedures).


Small Craft Safety: Instructor Guide andReference

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1993

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(not available)

(not available)

1600 promenade James Naismith DriveGloucester, ONK1B 5N4

Tel: (613) 748-5629 Fax: (613) 748-5692

Canadian Cycling Association / Associationcycliste canadienAudience: General

General Description: This cycling program promotes awarenessof traffic and cycling safety, encourages safe riding andmaintenance skills, and illustrates fundamentals of cycling inresidential areas and low traffic, two-lane roads. Lessonsinclude lecture and practice for classroom and schoolyard.


Smart Cycling - Instructor's Manual (Primary& Junior Levels)

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0-9696489-5-2

$22.00

3055 Wesbrook MallVancouver, BCV6T 1Z3

Tel: (604) 822-3049 Fax: (604) 822-4600

Sport Medicine Council of B.C.Audience: General

General Description: Book provides a comprehensive, practicalguide to injury prevention, recognition, and on-site management ofcommon sport injuries. A quick, ready reference is included forimmediate treatment of common injuries.


Sports First-Aid: A Guide to Sport Injuries

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Movement

1995

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various

$12.50 - $55.95 each


Tel: (519) 944-7774 Fax: (519) 944-7614

Human Kinetics CanadaCaution: One book in the set, "Australian Football" is notrecommended due to safety considerations.

Audience: GeneralGifted - program could be given as independent study in aparticular activity area

General Description: Comprehensive set of resources for teachingand learning a variety of sports and activities. Includes: 18participant books, instructor's guides, series textbook, one video,and five audio cassettes. The program is designed to teach basicskills in a self-paced, sequential manner.


Steps to Success

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IGLL02

$21.00


Tel: (604) 387-5331 Fax: (604) 387-1527

B. C. Learning Connection Inc.

Audience: General

General Description: Twenty-three-minute video gives anhistorical perspective on steroid use from its introduction in the1940s for medical use to its present day abuse by athletes.Detailed explanations of long-term effects are provided byvisuals, graphics, and testimonials. Physical and psychologicaleffects of steroid use are discussed.


Steroid Alert

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18957160603/143428

$80.00


Tel: (613) 748-5639 Fax: (613) 748-5737


Audience: GeneralGifted - a program that could be given to students above andbeyond the regular physical education lesson

General Description: Teacher's guide and student leader'shandbook provide a comprehensive guide to developing studentleadership skills for intramural activity at the high schoollevel.


The Student Leadership DevelopmentProgram (Secondary)

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Movement

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(not available)

(not available)


Tel: (613) 748-5624 Fax: (613) 748-5707

Coaching Association of CanadaAudience: General

General Description: Book is designed as a quick reference toolfor instructors. It contains detailed descriptions of NCCPtechnical and practical components for 27 sports.


Syllabus Resource Book - National CoachingCertification Program

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(not available)

$205.00 U.S. funds

1900 Association DriveReston, VA22091

Tel: (703) 476-3400

American Alliance for HealthAudience: General

General Description: Two 60-minute videotapes present a seriesof activities for teaching improvisation from various aspects.The accompanying teacher's manual provides clearly statedobjectives, lesson goals, activities, teaching hints, and coachingphrases.


Teaching Beginning Dance Improvisation

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0873223403/BGRA0340

$29.50


Tel: (519) 944-7774 Fax: (519) 944-7614

Human Kinetics CanadaAudience: General

General Description: Book describes and analyzes thetechniques, behaviours, and approaches used to develop andteach physical education lessons that are developmentallyappropriate. Focus is on improving the teaching process.


Teaching Children Physical Education

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1995

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0-87322-359-4/BGLO0359

$23.95


Tel: (519) 944-7774 Fax: (519) 944-7614

Human Kinetics CanadaAudience: GeneralGifted - as a resource for senior physical education leadershipstudents

General Description: Book contains 22 Outward Bound-typephysical tasks that require students to work together for acommon end and, in the process, develop co-operative,team-building skills. Challenges are organized into three levelsof difficulty.


Team Building Through Physical Challenges

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1195-003X

(not available)


Tel: (613) 748-5622 Fax: (613) 748-5737

CAHPERDAudience: General

General Description: Book introduces issues and concerns relatedto gender equity in Canadian sport. A proactive method isstressed in promoting leadership for women and activity forpeople with disabilities.


Towards Gender Equity For Women InSport: A Handbook for National SportOrganizations

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Movement

1995

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ISBN/Order No:

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0-87322-468-X/PBIC0468

$65.95


Tel: (519) 944-7774 Fax: (519) 944-7614

Human Kinetics CanadaCaution: Teachers need to be aware of comfort levels ofstudents for sections "On Balance" and "Close Relations."

Audience: General

General Description: Resource binder and two audio cassetteswith music provide students with opportunities to exploremovement and self-expression through solving movementproblems. The binder contains 120 movement activities in 40well-organized lesson plans.


Upper Elementary Children: Moving andLearning

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APPENDIX CCROSS-CURRICULAR OUTLINES

APPENDIX C: CROSS-CURRICULAR OUTLINES

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The three principles of learning statedin the introduction of this IntegratedResource Package (IRP) support the

foundation of the Kindergarten to Grade 12Education Plan. They have guided all aspectsof the development of this document, includ-ing the curriculum outcomes, instructionalstrategies, assessment strategies, and learn-ing resource evaluations. In addition to thesethree principles, it is recognized that BritishColumbia’s schools include young people ofvaried backgrounds, interests, abilities, andneeds. In order to meet these needs andensure equity and access for all learners, thedevelopment of each component of thisdocument has also been guided by a series ofcross-curricular outlines. It is expected thatthese principles and cross-curricular outlineswill guide the users of this document as theyengage in school and classroom organizationand instructional planning and practice.

The following cross-curricular outlines havebeen used to focus the development andevaluation of the components of the IRP:

• Applied Focus in Curriculum• Career Development• English as a Second Language (ESL)• Environment and Sustainability• First Nations Studies• Gender Equity• Information Technology• Media Education• Multiculturalism and Anti-Racism

Education• Science-Technology-Society• Special Needs

APPLIED FOCUS IN CURRICULUM

An applied focus in all subjects and coursespromotes the use of practical applications todemonstrate theoretical knowledge. Usingreal world and workplace problems andsituations as a context for the application of

theory makes school more relevant to stu-dents’ needs and goals. An applied focusstrengthens the link between what studentsneed to know to function effectively in theworkplace or in post-secondary educationand what they learn in Kindergarten throughGrade 12.

Implementation of an applied approachinvolves working with a wide range ofpartners including universities, colleges,institutes, employers, community groups,parents, and government.

The applied focus in curriculum is consistentwith the following statements from TheKindergarten to Grade 12 Education Plan:

All levels of the program are developedaround a common core of learning to ensurethat students learn to read, write, and domathematics, solve problems, and use com-puter-based technology.

Employers expect graduates to be goodlearners, to think critically and solve prob-lems, to communicate clearly, to be self-directed, and to work well with others. Thenew workplace also requires people to beknowledgeable about technology and able tosearch out and apply information from manysources.

Some examples of an applied focus in differ-ent subjects are:

English Language Arts—increasing emphasison language used in everyday situations andin the workplace, such as for job interviews,memo and letter writing, word processing,and technical communication (including theability to interpret technical reports, manu-als, tables, charts, and graphics)

Mathematics—more emphasis on skillsneeded in the workplace, includingknowledge of probability and statistics,


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logic, measurement theory, and problemsolving

Science—more practical applications andhands-on experience of science such asreducing energy waste in school or at home,caring for a plant or animal in the classroom,using computers to produce tables andgraphs and for spreadsheets

Business Education—more emphasis on realworld applications such as preparingrésumés and personal portfolios, participat-ing in groups to solve business communica-tion problems, using computer software tokeep records, and using technology to createand print marketing material

Visual Arts—real world applications such asworking co-operatively to make images ofsocial significance for their classroom, schoolor community; viewing and analysingobjects and images from their community;and experimenting with a variety of materi-als to make images

This summary is derived from The Kindergarten toGrade 12 Education Plan (September 1994), and curricu-lum documents from British Columbia and otherjurisdictions.

CAREER DEVELOPMENT

Career development is an ongoing processthrough which learners integrate theirpersonal, family, school, work, and commu-nity experiences to facilitate career andlifestyle choices. The main emphases ofcareer development are career awareness,career exploration, career preparation, careerplanning, and career work experience.

In the process of career development stu-dents develop:

• an open attitude toward a variety ofoccupations and types of work

• an understanding of the relationship

between work and leisure, work and thefamily, and work and one’s interests andabilities

• an understanding of the role of technologyin the workplace and in daily life

• an understanding of the relationshipbetween work and learning

• an understanding of the changes takingplace in the economy, society, and the jobmarket

• an ability to construct learning plans andreflect on the importance of lifelonglearning

• an ability to prepare for multiple rolesthroughout life

In the Primary Years

Career awareness promotes an open attitudetoward a variety of career roles and types ofwork. Topics include:

• the role of work and leisure• relationships among work, the family,

one’s personal interests, and one’s abilities

A variety of careers can be highlightedthrough the use of in-class learning activitiesfocussing on the students themselves and ona range of role models, including non-traditional role models.

In Grades 4 to 8

The emphasis on self-awareness and careerawareness is continued. Topics include:

• interests, aptitudes, and possible futuregoals

• technology in the workplace and in ourdaily lives

• social, family, and economic changes• future education options• career clusters (careers that are related to

one another)• lifestyles• external influences on decision making

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Games, role-playing, drama, and appropriatecommunity volunteer experience can beused to help students actively explore theworld of work. Field experiences in whichstudents observe and interview workers intheir occupational environments may also beappropriate. These learning activities willfacilitate the development of interpersonalcommunications and group problem-solvingskills needed in the workplace and in otherlife situations.

In Grades 9 and 10

The emphasis is on providing students withopportunities to prepare for and makeappropriate and realistic decisions. In devel-oping their student learning plans, they willrelate self-awareness to their goals andaspirations. They will also learn many basicskills and attitudes that are required for aneffective transition into adulthood. This willassist in preparing them to be responsibleand self-directed throughout their lives.Topics include:

• entrepreneurial education• employability skills (e.g., how to find and

keep a job)• the importance of lifelong education and

career planning• involvement in the community• the many different roles that an individual

can play throughout life• the dynamics of the working world (e.g.,

unions, unemployment, supply anddemand, Pacific Rim, free trade)

The examination of personal interests andskills through a variety of career explorationopportunities is emphasized at this level(e.g., job shadowing). Group discussion andindividual consultation can be used to helpstudents examine and confirm their personalvalues and beliefs.

In Grades 11 and 12

Career development in these grades isfocussed more specifically on issues relatedto the world of work. These include:

• dynamics of the changing work force andchanging influences on the job market(e.g., developing technology and economictrends)

• job-keeping and advancement skills(interpersonal skills needed in the work-place, employment standards)

• occupational health issues and accessinghealth support services

• funding for further education• alternative learning strategies and envi-

ronments for different life stages• mandatory work experience (minimum 30

hours)

Work Experience

Work experience provides students withopportunities to participate in a variety ofworkplace situations to help prepare themfor the transition to a work environment.Work experience also provides students withopportunities to:

• connect what they learn in school with theskills and knowledge needed in the work-place and society in general

• experience both theoretical and appliedlearning, which is part of a broad liberaleducation

• explore career directions identified in theirStudent Learning Plans

Descriptions of career development are drawn fromthe Ministry of Education’s Career Developer’s Hand-book, Guidelines for the Kindergarten to Grade 12 Educa-tion Plan, Implementation Resource, Part 1, and the draftof the Prescribed Provincial Curriculum for PersonalPlanning, Kindergarten to Grade 12, January 1995.


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ENGLISH AS A SECOND LANGUAGE (ESL)

ESL assistance is provided to students whoseuse of English is sufficiently different fromstandard English to prevent them fromreaching their potential. Many studentslearning English speak it quite fluently andseem to be proficient. School, however,demands a more sophisticated version ofEnglish, both in reading and writing. Thus,even fluent speakers might require ESL toprovide them with an appropriate languageexperience that is unavailable outside theclassroom. ESL is a transitional service ratherthan a subject. Students are in the process oflearning the language of instruction and, inmany cases, the content matter of subjectsappropriate to their grade level. Thus ESLdoes not have a specific curriculum. Theprovincial curriculum is the basis of much ofthe instruction and is used to teach Englishas well as individual subject areas. It is themethodology, the focus, and the level ofengagement with the curriculum that differ-entiates ESL services from other schoolactivities.

Students in ESL

Nearly 10% of the British Columbia schoolpopulation is designated as ESL. Thesestudents come from a diversity of back-grounds. Most are recent immigrants toBritish Columbia. Some are Canadian-bornbut have not had the opportunity to learnEnglish before entering the primary grades.The majority of ESL students have a well-developed language system and have hadsimilar schooling to that of British Columbia-educated students. A small number, becauseof previous experiences, are in need of basicsupport such as literacy training, academicupgrading, and trauma counselling.

Teachers may have ESL students at any levelin their classes. Many ESL students areplaced in subject area classes primarily forthe purpose of contact with English-speakingpeers and experience with the subject andlanguage. Other ESL students are whollyintegrated into subject areas. A successfulintegration takes place when the student hasreached a level of English proficiency andbackground knowledge in a subject to besuccessful with a minimum of extra support.

Optimum Learning Environment

The guiding principle for ESL support is theprovision of a learning environment wherethe language and concepts can be under-stood by the students.

Good practices to enhance the learning ofstudents include:

• using real objects and simple language atthe beginning level

• taking into consideration other culturalbackgrounds and learning styles at anylevel

• providing adapted (language-reduced)learning materials

• respecting a student’s "silent period" whenexpression does not reflect the level ofcomprehension

• allowing students to practise and internal-ize information before giving detailedanswers

• differentiating between form and contentin student writing

• keeping in mind the level of demandplaced on students

This summary is drawn from Supporting Learners ofEnglish: Information for School and District Administra-tors, RB0032, 1993, and ESL Policy Discussion Paper(Draft), Social Equity Branch, December 1994.

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ENVIRONMENT AND SUSTAINABILITY

Environmental education is defined as a wayof understanding human relationships withthe environment. It involves:

• students learning about their connectionsto the natural environment through allsubjects

• students having direct experiences in theenvironment, both natural and human-built

• students making decisions about andacting for the environment

The term sustainability helps to describesocieties that “promote diversity and do notcompromise the natural world for anyspecies in the future.”

Value of Integrating Environment andSustainability Themes

Integrating these themes into the curriculumhelps students develop a responsible attitudetoward caring for the earth. Studies thatintegrate environment and sustainabilitythemes provide students with opportunitiesto identify their beliefs and opinions, reflecton a range of views, and ultimately makeinformed and responsible choices.

The guiding principles that should be inter-woven in subjects from Kindergarten toGrade 12 are:

• Direct experience is the basis of humanlearning.

• Analysis of interactions help humansmake sense of their environment.

• Responsible action is both integral to and aconsequence of environmental education.

Some organizing principles are:

• Human survival depends on complexnatural and human-built systems.

• Human decisions and actions have envi-ronmental consequences.

• Students should be provided with oppor-tunities to develop an aesthetic apprecia-tion of the environment.

The theme study units might include: Con-sumerism, School Operating Systems, Pollu-tion, or Endangered Species.

This summary is derived from Environmental Education/Sustainable Societies: A Conceptual Framework, Curricu-lum Branch, 1994.

FIRST NATIONS STUDIES

First Nations studies focus on the richnessand diversity of First Nations cultures andlanguages. These cultures and languages areexamined within their own unique contextsand within historical, contemporary, andfuture realities. First Nations studies arebased on a holistic perspective that inte-grates the past, present, and future. FirstNations peoples are the original inhabitantsof North America and live in sophisticated,organized, and self-sufficient societies. TheFirst Nations constitute a cultural mosaic asrich and diverse as that of Western Europe,including different cultural groups (e.g.,Nisga’a, KwaKwaka’Wakw, Nlaka’pamux,Secwepemc, Skomish, Tsimshian). Each isunique and has a reason to be featured in theschool system. The First Nations of BritishColumbia constitute an important part of thehistorical and contemporary fabric of theprovince.

Value of Integrating First Nations Studies

• First Nations values and beliefs are du-rable and relevant today.

• There is a need to validate and substanti-ate First Nations identity.

• First Nations peoples have strong, dy-namic, evolving cultures that have


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adapted to changing world events andtrends.

• There is a need to understand similaritiesand differences among cultures to createtolerance, acceptance, and mutual respect.

• There is a need for informed, reasonablediscussions and decisions regarding FirstNations issues based on accurate informa-tion (for example, as modern treaties arenegotiated by Canada, British Columbia,and First Nations).

In studying First Nations, it is expected thatthe students will:

• demonstrate an understanding and appre-ciation for the values, customs, and tradi-tions of First Nations peoples

• demonstrate an understanding and appre-ciation for unique First Nations communi-cations systems

• demonstrate a recognition of the impor-tance of the relationship between FirstNations peoples and the natural world

• recognize dimensions of First Nations artas a total cultural expression

• give examples of the diversity and func-tioning of the social, economic, and politi-cal systems of First Nations peoples intraditional and contemporary contexts

• describe the evolution of human rightsand freedoms as they pertain to FirstNations peoples

Some examples of curriculum integrationinclude:

Visual Arts—comparing the artistic styles oftwo or more First Nations cultures

English Language Arts—analysing portray-als and images of First Nations peoples invarious works of literature

Home Economics—identifying forms of food,clothing, and shelter in past and contempo-rary First Nations cultures

Technology Education—describing thesophistication of traditional First Nationstechnologies (e.g., bentwood or kerfed boxes,weaving, fishing gear)

Physical Education—participating in anddeveloping an appreciation for First Nationsgames and dances

This summary is derived from First Nations Studies:Curriculum Assessment Framework (Primary throughGraduation), Aboriginal Education Branch, 1992, andB.C. First Nations Studies 12 Curriculum, AboriginalEducation Branch, 1994.

GENDER EQUITY

Gender equitable education involves theinclusion of the experiences, perceptions,and perspectives of girls and women, as wellas boys and men, in all aspects of education.It will initially focus on girls in order toredress historical inequities. Generally, theinclusive strategies, which promote theparticipation of girls, also reach boys whoare excluded by more traditional teachingstyles and curriculum content.

Principles of Gender Equity in Education

• All students have the right to a learningenvironment that is gender equitable.

• All education programs and career deci-sions should be based on a student’sinterest and ability, regardless of gender.

• Gender equity incorporates a consider-ation of social class, culture, ethnicity,religion, sexual orientation, and age.

• Gender equity requires sensitivity, deter-mination, commitment, and vigilance overtime.

• The foundation of gender equity is co-operation and collaboration among stu-dents, educators, education organizations,families, and members of communities.

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General Strategies for Gender-EquitableTeaching

• Be committed to learning about andpractising equitable teaching.

• Use gender-specific terms to marketopportunities—for example, if a technol-ogy fair has been designed to appeal togirls, mention girls clearly and specifically.Many girls assume that gender-neutrallanguage in non-traditional fields meansboys.

• Modify content, teaching style, and assess-ment practices to make non-traditionalsubjects more relevant and interesting forfemale and male students.

• Highlight the social aspects and usefulnessof activities, skills, and knowledge.

• Comments received from female studentssuggest that they particularly enjoy inte-grative thinking; understanding context aswell as facts; and exploring social, moral,and environmental impacts of decisions.

• When establishing relevance of material,consider the different interests and lifeexperiences that girls and boys may have.

• Choose a variety of instructional strategiessuch as co-operative and collaborativework in small groups, opportunities forsafe risk-taking, hands-on work, andopportunities to integrate knowledge andskills (e.g., science and communication).

• Provide specific strategies, special oppor-tunities, and resources to encouragestudents to excel in areas of study in whichthey are typically under-represented.

• Design lessons to explore many perspec-tives and to use different sources of infor-mation; refer to female and male experts.

• Manage competitiveness in the classroom,particularly in areas in which male stu-dents typically excel.

• Watch for biases (e.g., in behaviour orlearning resources) and teach students

strategies to recognize and work to elimi-nate inequities they observe.

• Be aware of accepted gender-bias practicesin physical activity (e.g., in team sport,funding for athletes, and choices in physi-cal education programs).

• Do not assume that all students are hetero-sexual.

• Share information and build a network ofcolleagues with a strong commitment toequity.

• Model non-biased behaviour: use inclu-sive, parallel, or gender-sensitive lan-guage; question and coach male andfemale students with the same frequency,specificity, and depth; allow quiet studentssufficient time to respond to questions.

• Have colleagues familiar with commongender biases observe your teaching anddiscuss any potential bias they may ob-serve.

• Be consistent over time.

This summary is derived from the preliminary Reportof the Gender Equity Advisory Committee, received by theMinistry of Education in February 1994, and from areview of related material.

INFORMATION TECHNOLOGY

Information technology is the use of toolsand electronic devices that allow us to create,explore, transform, and express information.

Value of Integrating Information Technology

As Canada moves from an agricultural andindustrial economy to the information age,students must develop new knowledge,skills, and attitudes. The information tech-nology curriculum has been developed to beintegrated into all new curricula to ensurethat students know how to use computersand gain the technological literacy de-manded in the workplace.


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In learning about information technology,students acquire skills in information analy-sis and evaluation, word processing, data-base analysis, information management,graphics, and multimedia applications.Students also identify ethical and socialissues arising from the use of informationtechnology.

With information technology integrated intothe curriculum, students will be expected to:

• demonstrate basic skills in handlinginformation technology tools

• demonstrate an understanding of informa-tion technology structure and concepts

• relate information technology to personaland social issues

• define a problem and develop strategiesfor solving it

• apply search criteria to locate or sendinformation

• transfer information from external sources• evaluate information for authenticity and

relevance• arrange information in different patterns

to create new meaning• modify, revise, and transform information• apply principles of design affecting ap-

pearance of information• deliver a message to an audience using

information technology

The curriculum organizers are:

• Foundations—the basic physical skills,intellectual, and personal understandingsrequired to use information technology, aswell as self-directed learning skills andsocially responsible attitudes

• Explorations—defining a problem toestablish a clear purpose for search strate-gies and retrieval skills

• Transformations—filtering, organizing,and processing information

• Expressions—designing, integrating, andpresenting a message using text, audioand visual information, and messagedelivery

This information is derived from the draft InformationTechnology Curriculum K to 12 currently under develop-ment.

MEDIA EDUCATION

Media education is a multidisciplinary andinterdisciplinary approach to the study ofmedia. Media education deals with keymedia concepts and focusses on broad issuessuch as the history and role of media indifferent societies and the social, political,economic, and cultural issues related to themedia. Instead of addressing the concepts indepth, as one would in media studies, mediaeducation deals with most of the centralmedia concepts as they relate to a variety ofsubjects.

Value of Integrating Media Education

Popular music, television, film, radio, maga-zines, computer games, and informationservices—all supplying media messages—are pervasive in the lives of students today.Media education develops students’ abilityto think critically and independently aboutissues that affect them. Media educationencourages students to identify and examinethe values contained in media messages. Italso cultivates the understanding that thesemessages are produced by others to inform,persuade, and entertain for a variety ofpurposes. Media education helps studentsunderstand the distortions that may resultfrom the use of particular media practicesand techniques. All curriculum areas pro-vide learning opportunities for media educa-tion. It is not taught as a separate curricu-lum.

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The key themes of media education are:

• media products (purpose, values, repre-sentation, codes, conventions, characteris-tics, production)

• audience interpretation and influence(interpretation, influence of media onaudience, influence of audience on media)

• media and society (control, scope)

Examples of curriculum integration include:

English Language Arts—critiquing advertis-ing and examine points of view

Visual Arts—analysing the appeal of animage by age, gender, status, and othercharacteristics of the target audience

Personal Planning—examining the influenceof the media on body concepts and healthylifestyle choices

Drama—critically viewing professional andamateur theatre productions, dramatic films,and television programs to identify purpose

Social Studies—comparing the depiction ofFirst Nations in the media over time

This summary is derived from A Cross-CurricularPlanning Guide for Media Education prepared by theCanadian Association for Media Education for theCurriculum Branch in 1994.

MULTICULTURALISM AND ANTI-RACISM

Multiculturalism Education

Multiculturalism education stresses thepromotion of understanding, respect, andacceptance of cultural diversity within oursociety.

Multiculturalism education involves:

• recognizing that everyone belongs to acultural group

• accepting and appreciating cultural diver-sity as a positive feature of our society

• affirming that all ethnocultural groups are

equal within our society• understanding that multiculturalism

education is for all students• recognizing that similarities across cul-

tures are much greater than differencesand that cultural pluralism is a positiveaspect in our society

• affirming and enhancing self-esteemthrough pride in heritage, and providingopportunities for individuals to appreciatethe cultural heritages of others

• promoting cross-cultural understanding,citizenship, and racial harmony

Anti-Racism Education

Anti-racism education promotes the elimina-tion of racism through identifying andchanging institutional policies and practicesas well as identifying individual attitudesand behaviours that contribute to racism.

Anti-racism education involves:

• proposing the need to reflect about one’sown attitudes on race and anti-racism

• understanding what causes racism inorder to achieve equality

• identifying and addressing racism at boththe personal and institutional level

• acknowledging the need to take individualresponsibility for eliminating racism

• working toward removing systemicbarriers that marginalize groups of people

• providing opportunities for individuals totake action to eliminate all forms of racism,including stereotypes, prejudice, anddiscrimination

Value of Integrating Multiculturalism andAnti-Racism Education

Multiculturalism and anti-racism educationprovides learning experiences that promotestrength through diversity and social, eco-nomic, political, and cultural equity.Multiculturalism and anti-racism education


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give students learning experiences that areintended to enhance their social, emotional,aesthetic, artistic, physical, and intellectualdevelopment. It provides learners with thetools of social literacy and skills for effectivecross-cultural interaction with diversecultures. It also recognizes the importance ofcollaboration between students, parents,educators, and communities working towardsocial justice in the education system.

The key goals of multiculturalism and anti-racism education are:

• to enhance understanding of and respectfor cultural diversity

• to increase creative intercultural commu-nication in a pluralistic society

• to provide equal opportunities for educa-tional achievement by all learners, regard-less of culture, national origin, religion, orsocial class

• to develop self-worth, respect for oneselfand others, and social responsibility

• to combat and eliminate stereotyping,prejudice, discrimination, and other formsof racism

• to include the experiences of all studentsin school curricula


Fine Arts—identifying ways in which thefine arts portray cultural experiences

Humanities—identifying similarities anddifferences within cultural groups’ lifestyles,histories, values, and beliefs

Mathematics or Science—recognizing thatindividuals and cultural groups have usedboth diverse and common methods tocompute, to record numerical facts, and tomeasure

Physical Education—developing an appre-ciation of games and dances from diversecultural groups

This summary is derived from Multicultural and Anti-Racism Education—Planning Guide (Draft), developed inthe Social Equity Branch in 1994.

SCIENCE-TECHNOLOGY-SOCIETY

Science-Technology-Society (STS) addressesour understanding of inventions and discov-eries and of how science and technologyaffect the well-being of individuals and ourglobal society.

The study of STS includes:

• the contributions of technology to scien-tific knowledge and vice versa

• the notion that science and technology areexpressions of history, culture, and a rangeof personal factors

• the processes of science and technologysuch as experimentation, innovation, andinvention

• the development of a conscious awarenessof ethics, choices, and participation inscience and technology

Value of Integrating STS

The aim of STS is to enable learners toinvestigate, analyse, understand, and experi-ence the dynamic interconnection of science,technology, and human and natural systems.

The study of STS in a variety of subjectsgives students opportunities to:• discover knowledge and develop skills to

foster critical and responsive attitudestoward innovation

• apply tools, processes, and strategies foractively challenging emerging issues

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• identify and consider the evolution ofscientific discovery, technological change,and human understanding over time, inthe context of many societal and indi-vidual factors

• develop a conscious awareness of personalvalues, decisions, and responsible actionsabout science and technology

• explore scientific processes and techno-logical solutions

• contribute to responsible and creativesolutions using science and technology

The organizing principles of STS are: Humanand Natural Systems, Inventions and Discov-eries, Tools and Processes, Society andChange. Each organizer may be developedthrough a variety of contexts, such as theeconomy, environment, ethics, social struc-tures, culture, politics, and education. Eachcontext provides a unique perspective forexploring the critical relationships that existand the challenges we face as individualsand as a global society.


Visual Arts—recognizing that demandsgenerated by visual artists have led to thedevelopment of new technologies andprocesses (e.g., new permanent pigments,fritted glazes, drawing instruments)

English Language Arts—analysing the recentinfluence of technologies on listening, speak-ing, and writing (e.g., CDs, voice mail,computer-generated speech)

Physical Education—studying how technol-ogy has affected our understanding of therelationship between activity and well-being

This summary is derived from Science-Technology-Society—A Conceptual Framework, Curriculum Branch,1994.

SPECIAL NEEDS

Students with special needs have disabilitiesof an intellectual, physical, sensory, emo-tional, or behavioural nature; or have learn-ing disabilities; or have exceptional gifts ortalents.

All students can benefit from an inclusivelearning environment that is enriched by thediversity of the people within it. Opportuni-ties for success are enhanced when provin-cial learning outcomes and resources aredeveloped with regard for a wide range ofstudent needs, learning styles, and modes ofexpression.

Educators can assist in creating more inclu-sive learning environments by introducingthe following:

• activities that focus on development andmastery of foundational skills (basicliteracy)

• a range of co-operative learning activitiesand experiences in the school and commu-nity, including the application of practical,hands-on skills in a variety of settings

• references to specialized learning re-sources, equipment, and technology

• ways to accommodate special needs (e.g.,incorporating adaptations and extensionsto content, process, product, pacing, andlearning environment; suggesting alter-nate methodologies or strategies; makingreferences to special services)

• a variety of ways, other than throughpaper-and-pencil tasks, for students todemonstrate learning (e.g., dramatizingevents to demonstrate understanding of apoem, recording observations in scienceby drawing or by composing and perform-ing a music piece)

• promotion of the capabilities and contribu-tions of children and adults with specialneeds

• participation in physical activity


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All students can work toward achievementof the provincial learning outcomes. Manystudents with special needs learn what allstudents are expected to learn. In some casesthe student’s needs and abilities require thateducation programs be adapted or modified.A student’s program may include regularinstruction in some subjects, modifiedinstruction in others and adapted instructionin still others. Adaptations and modificationsare specified in the student’s IndividualEducation Plan (IEP).

Adapted Programs

An adapted program addresses the learningoutcomes of the prescribed curriculum butprovides adaptations so the student canparticipate in the program. These adapta-tions may include alternative formats forresources (e.g., Braille, books-on-tape),instructional strategies (e.g., use of interpret-ers, visual cues, learning aids), and assess-ment procedures (e.g., oral exams, additionaltime). Adaptations may also be made inareas such as skill sequence, pacing, method-ology, materials, technology, equipment,services, and setting. Students on adaptedprograms are assessed using the curriculumstandards and can receive full credit.

Modified Programs

A modified program has learning outcomesthat are substantially different from theprescribed curriculum and specificallyselected to meet the student’s special needs.For example, a Grade 5 student in languagearts may be working on recognizing com-mon signs and using the telephone. A stu-dent on a modified program is assessed inrelation to the goals and objectives estab-lished in the student’s IEP.

Ministry Resources for Teachers of StudentsWith Special Needs

The following publications are currentlyavailable from the Learning ResourcesBranch or are under development and willbe made available soon:

The Universal Playground: A Planning Guide(Ministry of Education, 1991, FCG 129)

Hard of Hearing and Deaf Students—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1994, RB0033)

Special Education Services—A Manual ofPolicies, Procedures and Guidelines (Ministry ofEducation, 1995)

I.E.P. Planning Resource (Ministry of Educa-tion, 1995)

Students with Visual Impairments—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1995)

Gifted Students—A Resource Guide to SupportClassroom Teachers (Ministry of Education,1995)

Students with Intellectual Disabilities: A Re-source Guide to Support Teachers (Ministry ofEducation, 1995)

Teaching for Student Differences—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1995)

Resource Handbook for Adapted CurriculumSoftware (Ministry of Education, 1995)

Awareness Series (Ministry of Education,1995)

This summary is derived from the Handbook forCurriculum Developers, February 1994 and SpecialEducation Services—A Manual of Policies, Procedures andGuidelines, June 1995.

APPENDIX DASSESSMENT AND EVALUATION

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APPENDIX D: ASSESSMENT AND EVALUATION

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ABOUT THIS APPENDIX

Learning outcomes, expressed in measurableterms, provide the basis for the developmentof learning activities, and assessment andevaluation strategies. After a general discus-sion of assessment and evaluation, thisappendix uses sample evaluation plans toshow how activities, assessment, and evalua-tion might come together in a particularphysical education program. The StudentResponsibility Scale and generic assessmentand evaluation tools at the end of this appen-dix provide further planning support forteachers.

ASSESSMENT AND EVALUATION

Assessment is the systematic gathering ofinformation about what students know, areable to do, and are working toward. Assess-ment methods include: student self-assess-ments, reviews of performance, portfolioassessments, and conferencing. Assessmenttools may include observation, daily practiceassignments, quizzes, samples of studentwork, pencil-and-paper tests, holistic ratingscales, projects, and oral and written reports.

Student performance is evaluated from theinformation collected through assessmentactivities. Teachers use their insight, knowl-edge about learning, and experience withstudents, along with the specific criteria theyestablish, to make judgments about studentperformance in relation to learning out-comes.

Students benefit most when evaluation isprovided on a regular, ongoing basis. Whenevaluation is seen as an opportunity topromote learning rather than as a finaljudgment, it shows learners their strengthsand suggests how they can develop further.Students can use this information to redirectefforts, make plans, and establish futurelearning goals.

Evaluation may take different forms, de-pending on the purpose.

• Criterion-referenced evaluation should beused to evaluate student performance inclassrooms. It is referenced to criteriabased on learning outcomes described inthe provincial curriculum. The criteriareflect a student’s performance based onspecific learning activities. When astudent’s program is substantially modi-fied, evaluation may be referenced toindividual goals. These modifications arerecorded in an Individual Education Plan(IEP).

• Norm-referenced evaluation is used forlarge-scale system assessments. A norm-referenced evaluation system is not meantfor classroom assessment because a class-room does not provide a large enoughreference group. Norm-referenced evalua-tion compares one student’s achievementto that of others. The comparison is basedon a “normal” distributed over an entirepopulation. To use norm-referencedevaluation appropriately, a student’sachievement must be compared to areference group large enough to representthe population. Placing student achieve-ment on a normal distribution curve doesnot accurately describe a student’s indi-vidual progress; it compares studentachievement to that of others rather thancomparing how well a student meets thecriteria of a specified set of learning out-comes.

CRITERION-REFERENCED EVALUATION

In criterion-referenced evaluation, astudent’s performance is compared to estab-lished criteria rather than to the performanceof other students. Evaluation referenced toprescribed curriculum requires that criteriaare established based on the learning out

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comes listed under the curriculum organiz-ers for Physical Education 8 to 10.

Criteria are the basis of evaluating studentprogress; they identify the critical aspects ofa performance or a product that describes inspecific terms what is involved in meetingthe learning outcomes. Criteria can be usedto evaluate student performance in relationto learning outcomes. For example, weight-ing criteria, using rating scales, or perfor-mance rubrics (reference sets) are three waysthat student performance can be evaluatedusing criteria.

Samples of student performance shouldreflect learning outcomes and identifiedcriteria. The samples clarify and makeexplicit the link between learning outcomes,criteria, assessment, and evaluation. Where astudent’s performance is not a product, andtherefore not reproducible, a description ofthe performance sample should be provided.

Criterion-referenced evaluation may bebased on these steps:

1. Identify the expected learning outcomes(as stated in the Integrated ResourcePackage).

2. Identify the key learning objectives forinstruction and learning.

3. Establish and set criteria.

4. Involve students, when appropriate, inestablishing criteria.

5. Plan learning activities that will helpstudents gain the knowledge or skillsoutlined in the criteria.

6. Inform students of the criteria their workwill be evaluated against prior to thelearning activity.

7. Provide examples of the desired level ofperformance.

8. Implement the learning activities.

9. Use various assessment methods basedon the particular assignment and stu-dent.

10. Review assessment of data and evaluateeach student’s level of performance orquality of work in relation to criteria.

11. Report the results of evaluation to stu-dents and parents.

FORMAL REPORTING OF STUDENT LEARNING

Legislation requires that teachers provideparents with three formal reports each year.The following are guidelines and sugges-tions for assigning letter grades. Lettergrades are used to indicate a student’s levelof performance in relation to expectedlearning outcomes. They may be assigned foran activity, a unit of study, a term, as a finalgrade at the end of the year, or at thecompletion of a course or subject.

The assignment of letter grades may bebased on these steps:

1. Identify learning outcomes for the activityand unit to make clear what the student isexpected to know and be able to do. Theprovincial curriculum prescribes broadlearning outcomes. From these, the teacherestablishes more specific outcomes for thelearning activities.

2. Establish specific criteria for the unit andactivity. It is helpful for students to beinvolved in establishing criteria in thisway they understand what is expected ofthem.

3. Develop different levels of performance ormodels. Students are more likely to besuccessful when they clearly understandthe criteria and the level of performanceexpected.

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4. Students participate in learning activitiesto allow them to practise the skills andacquire the required knowledge. Feedbackis provided to help the students continuetheir learning. Practice exercises helpstudents meet the criteria and achieve theexpected level of performance. Resultsfrom practice exercises support thestudent’s learning but should not contrib-ute to the term evaluation or final lettergrade.

5. Give students opportunities to demon-strate their learning. Teachers may havestudents represent their learning in avariety of ways. Assessment data may becollected from tests, teacher observations,conferences, student self-assessments,written assignments, portfolios, or perfor-mance tasks.

6. Evaluate students’ levels of performancein relation to the criteria. Evaluation ofeach student’s performance is based on theassessment data collected and is comparedto the established criteria.

7. The teacher assigns a letter grade for a setof activities. The letter grade indicates howwell the criteria were met. Teachers ofteninclude written feedback to students alongwith the letter grade. In this way studentsgain information necessary to continuetheir learning.

PORTFOLIO

Portfolios can be designed for a variety ofpurposes. They can motivate students,encourage parental participation, and pro-vide direct evidence of student progress.Before using a portfolio approach to evalua-tion, the teacher should consider the follow-ing questions:

• What are the applied tasks for which theportfolio will serve as a record?

• What should be included in a portfolio?• In what ways should students in involved

in the process of answering questions oneand two?

A planning sheet can be used by the teacherand student for determining and clarifyingthe purpose, design, and construction of astudent portfolio.

SNAPSHOTS AND LONG-TERM ASSESSMENT

Many assessment procedures are like occa-sional “snapshots.” The teacher uses them ona more or less regular basis and they takerelatively little time to complete (e.g., ratingscales, observation checklists). Long-termassessment procedures differ in that studentsassemble materials over a relatively longperiod of time. These procedures include theuse of tools such as portfolios, logs, diaries,and periodic audio or video records. Long-term assessment procedures can:

• show student growth in an area of studyover a long period of time

• use assessment criteria that are not acces-sible in many other forms of assessment

• engage students in reflection about theirown work

• engage students in reflection about evalu-ation

EXAMPLES OF ASSESSMENT AND EVALUATION

IN PHYSICAL EDUCATION

Physical education is an integrated program;assessment and evaluation should thereforereflect outcomes in all three curriculumorganizers. For example, while evaluatingMovement skills and concepts, teachersshould also evaluate learning outcomes fromActive Living and Personal and SocialResponsibility.

Consistent feedback is particularly importantto the successful development of good motor

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APPENDIX D: ASSESSMENT AND EVALUATION • Examples

skills, and to the development of a positiveand enthusiastic attitude toward lifelongphysical activity. Helping students set goalsand objectives for their own physical devel-opment and healthy lifestyle choices, andthen working with them to monitor theirprogress, is an important responsibility of allphysical education teachers.

Assessment should be carried out in avariety of ways in the various environmentswhich are a feature of the curriculum. Stu-dents particularly benefit when they partici-pate in developing the assessment criteria.Tools and techniques include:

• participation records• planning and goal-setting worksheets and

exercises• short- and long-term observation reports• practice assignments• checklists• self-assessment tools• peer assessment tools• performance and skill-testing exercises

and drills• creative performance adjudication• projects• journal writing• active living portfolios• pencil-and-paper tests• holistic rating scales

The following examples show how some ofthese tools and techniques might be used inthe classroom.

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GRADE 8

Organizers: Movement (Games)Personal and Social Responsibility

Topic: Games

Prescribed Learning Outcomes:

Movement


• select, combine, and perform movementconcepts and skills to create co-operativeand competitive game activities

• apply basic offensive and defensive strate-gies




• select and apply rules, routines, andprocedures of safety in a variety of activi-ties

In addition to these outcomes, the teacherassessed each student’s leadership skillsand co-operative group skills using theStudent Responsibility Scale (see the end ofthis appendix) and the Evaluating GroupCommunications Skills Across Curriculumreference set.

PLANNING FOR ASSESSMENT

The students took part in a variety of co-operative and competitive games. Theypractised offensive and defensive strategies,such as one-on-one, two-on-two, and weave,progressing through individual, pair, smallgroup, and large group activities. Theyapplied activity-specific motor skills tomodified, co-operative, or competitivegames. The teacher and students discussedand created charts that illustrated appropri-

ate safety and co-operative behaviours.While participating in co-operative games,the teacher provided opportunities for self-and peer assessment. Students reflected onthe elements of a co-operative game: trust,participation, fun, success, equality, and co-operation.

Students created an original co-operativegame or modified a competitive game tomake it a co-operative game. The students’games were to be taught and played by theclass and included in a school book of co-operative games. Students practised theirgames and received peer feedback. Groupspresented their games to the class, and theclass played the games. The presentationwas evaluated by another group and by theteacher.

DEFINING CRITERIA

To what extent do students:

• include three of the essential elements of aco-operative game (trust, participation,fun, co-operation, success, equality)

• select an appropriate manipulative skill(throwing, catching, striking, dribbling,collecting, carrying)

• choose an appropriate piece of equipmentto match the manipulative skill

• execute the correct form and body me-chanics needed for that skill when demon-strating the game

• include strategies that emphasize safety• work co-operatively to teach the game to

the class• give understandable directions and clearly

express expectations

ASSESSING AND EVALUATING STUDENT

PERFORMANCE

The teacher assessed and evaluated theperformances based on the above criteria.

• Examples


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selves. In addition, the teacher observed thestudents, noting their group communicationskills. The Evaluating Group CommunicationSkills Across Curriculum reference set wasused to assess each student’s skill level inthis area.

A feedback sheet was completed by theteacher and students after each group taughttheir game to the class. The students com-pleted a self-assessment task that asked themto reflect on their social behaviour by givingpositive examples, evidence they worked co-operatively, and the goal they set for them-

Game Feedback Sheet

Criteria GroupComment

TeacherComments

Group:

Evaluated by:

Game:

Essential Elements

Appropriate Skill

Appropriate Equipment

Form and Body Mechanics

Safety

Co-operative work

Clear Directions and Expectations

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GRADE 8

Organizers: MovementActive LivingPersonal and Social Responsibility

Topic: Dance


Movement


• select, combine, and perform locomotorand non-locomotor skills used in a varietyof dance activities

• choreograph movement sequences usingthe elements of movement and basic dancesteps and patterns




Active Living


• demonstrate a willingness to participate ina wide range of activities from all move-ment categories (dance)

In addition to these outcomes, the teacherassessed each student’s attitudes towardsdance, co-operative learning skills, andleadership skills.


The teacher provided the students with avariety of learning experiences using square,circle, couple, and individual danceformations. They practised dance steps,clapped and moved to rhythm, and used

locomotor and non-locomotor movements tomusic. They learned and practised a varietyof dance forms. Students were given a list ofcriteria and the task requirements for thedance performances.

Requirements for the Dances

1. Mixers—various partner positions, heel-toe, step-hops, chug claps, slide, stampfeet, varsouvienne position.

2. Line Dance—keeping the rhythm, step-ping out on the accented beat, proper stepsequence, stroll, shuffle forward, shufflebackwards, kicks, slide steps, tap touches,turns.

3. Folk Dance—grapevine step, elbow swing,single circle, double circle, step touches,clapping, polka step.

4. Social Dance—keeping yourself upright,keeping yourself moving, weight transfersmoothly from foot to foot, move on anarrow base, step out on the accented beat,following/leading rules, partner heldfirmly, keeping the man’s rhythm, closeddance position.

5. Square Dance—allemande right, alle-mande left, do-si-do, promenade, cast-off,courtesy turn, ladies chain, swing, weavethe ring, grande right and left.

The class participated in various dances.Students were given demonstrations ofproper technique to help in their self-assessment. At the end of each lesson, stu-dents were expected to record the dancesthey did and complete a self-assessmentform. Daily assessment and ongoingfeedback based on the StudentResponsibility Scale was provided for thestudent. At the end of the unit, the studentswere invited to choose two dances for aformal assessment and evaluation.

• Examples


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DEFINING CRITERIA

The teacher explained the criteria for assess-ment and expectations for learning.


• demonstrate effective movement patterns(e.g., square, circle, couple, and individualformations)

• demonstrate knowledge of basic steps(e.g., grapevine, box step, weave the ring)and elements required for the dance

• use space, direction, level, and pathwayseffectively

• perform movements matched to the tempoor rhythm of the music

• perform steps with body control and fluidmotions that reflect theme or nature of thedance

• display a positive attitude to dance activi-ties

• show respect for others


PERFORMANCE

Students and the teacher used the outlinedcriteria and the following five-point scale toassess learning. The teacher also referred tothe Evaluating Group Communication SkillsAcross Curriculum reference set to assessstudents’ group interactions.

Dance Performance Scale

5— Demonstrates effective movementpatterns, knowledge of dance steps, andincludes all requirements for the danceperformed. The steps are performedaccurately, smoothly with total bodycontrol. The student uses space effec-tively, moving smoothly throughout theallotted area. Movements flow and bodymotions match the tempo and rhythm ofthe music. The student is able to incorpo-rate personal and unique elements into

the dance. Student shows a high level ofinterest in dance, provides leadership, isa positive role model, and consistentlyrespects and encourages other students.

4—Demonstrates effective movementpatterns and knowledge of the steps,and includes all requirements. The stepsare performed accurately and usuallywith a sense of body control. The move-ments may not always flow smoothlyand occasionally do not match themusic. The use of space is appropriate.Student shows interest in dance and iswilling to help others.

3— Demonstrates most movement patternsand required steps for the dance. Attimes the steps are awkward and occa-sionally lack control. The movementsshow some evidence of flow, pauses areminimal, and movements usually matchthe music. The use of space is sometimeslimited or appears crowded. Student isinterested in dance and appears enthusi-astic.

2— Demonstrates some movement patternsbut has difficulty with most steps. Thesteps appear awkward and need morepractice. The movements may not matchthe music. The use of space is limited.The student may need to be encouragedto stay on-task.

1— Dance is only partially performed withlittle evidence of ability to demonstratemovement patterns. Further instructionand practice is required.

• Examples

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GRADE 9

Organizers: MovementPersonal and Social Responsibility

Topic: Gymnastics


Movement


• apply movement skills and concepts whenperforming gymnastic activities

• select, perform, and evaluate gymnasticsequences using a variety of small andlarge apparatus




• demonstrate positive behaviours thatindicate self-respect and self-confidencewhile participating in physical activity


The students participated in learning activi-ties that were designed to develop poise,balance, rhythm, coordination, and strength.Students were taught correct spotting tech-niques and skills related to the themes ofbalance, flight, take-off and land (e.g., head-stand, handstand, stork stand, V-sit). Stu-dents explored these skills on small andlarge apparatus, such as benches or balancebeam, bars, box, side horse, and rings.During each lesson the teacher observedeach student’s attitudes with respect to effortand participation in the various activities.The final task was to create a gymnasticsequence individually or with a partner onthe apparatus of their choice. The require-

ments for the task were: a beginning posi-tion, two balance positions at different levels(e.g., low, high, or medium), a mount anddismount on the apparatus, and two or morebalance positions on or near the apparatus.The sequences were videotaped for self-evaluation.

DEFINING CRITERIA

The teacher and students discussed thequalities of an outstanding performance anddefined the criteria.


• have a clearly defined beginning position• demonstrate smooth transitions between

each element in the sequence• choose appropriate balances and hold the

positions for three to five seconds withbody control

• show control and strength while perform-ing movements

• perform shapes that are defined in flightor in static positions

• demonstrate smooth transitions betweeneach element in the sequence

• perform movements that show creativity,poise, rhythm, and flow

• show correct form and technique inmounts and dismounts

• provide assistance and support to partnersand classmates

• demonstrate behaviours respectful ofothers by listening, helping them to besuccessful, and promoting their confidence


PERFORMANCE

The teacher videotaped the sequences. Anevaluation sheet, based on the above criteria,was developed. The teacher, student, andpeers used the evaluation sheet while view-ing the performance.

• Examples


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Using the outlined criteria, identify the level of achievement and comment on thestudents’ performance. Give a rating for each criteria:

3—Met all criteria at a high level.2—Met most of the criteria, good level of execution.1—Met some criteria but missing key components.

Quality of Movement

Partner Work

Overall Performance

Strengths

Ideas for next time

• Examples

Gymnastics Evaluation Sheet

CommentsCriteria Rating

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GRADE 10

Organizers: MovementPersonal and Social Responsiblity

Topics: Games, Basketball


Movement


• demonstrate with efficiency and formways to send, receive, project, and retainpossession

• adapt and improve activity-specific motorskills in game activities

• analyse and demonstrate basic offensiveand defensive strategies




In addition to these outcomes, the teacherused the Student Responsibility Scale andthe Evaluating Group Communication SkillsAcross Curriculum reference set to assess eachstudent’s attitude towards physical activity,co-operation, leadership skills, and willing-ness to facilitate the learning of others.


The teacher organized learning activities tohelp students acquire activity-specific motorskills related to basketball. Studentspractised individually, with partners, and insmall groups to develop dribbling, passing,and shooting skills. They practised one-on-one and two-on-two to develop theiroffensive and defensive strategies. Theteacher set up stations with activities forspecific skills, such as dribbling aroundcones, shooting at a target, and passing to a

partner. Teacher and students discussed theimportant aspects of these skills and ways tomodify and improve performance. Theteacher engaged students as observers toprovide peer feedback. Students participatedin matches to further refine their skills. Thestudents were given opportunities at the endof the unit to demonstrate the level of skillthey had acquired.

DEFINING CRITIERIA


• dribble the ball (fast and slow) with bothhands in a variety of ways (cross-overdribble, reverse dribble, behind-the-backdribble) keeping the head up and main-taining control of the ball

• use defensive stance—use body and lowercenter of gravity

• pass the ball accurately, demonstrating achest pass, one-hand push-pass, overheadpass, baseball pass and bounce passaiming for the chest—making sure the ballis catchable

• perform a lay-up, using correct technique,hitting the backboard at a 45° angle ap-proach

• perform a set shot, using correct tech-nique, from maximum shooting range,aiming and hitting the backboard or backrim

• move at a moderate pace and utilize spaceon the court appropriately

• effectively position themselves to receivethe ball

• access team members and trust otherswith control of the ball

• conduct themselves in an assertive but notaggressive manner and abide by the rulesof the game

• demonstrate teamwork and fair-playbehaviours

• Examples


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PERFORMANCE

Students were given a reciprocal-styleassessment sheet where they used the crite-ria for each skill and a five-point perfor-mance scale. Students monitored a peer onseveral occasions during the unit to noteimprovement and to give positive feedback.The teacher observed the students using thecriteria and recorded progress and evidencethat indicated the skill level of the student.When each student was ready to demon-strate the skills, the teacher and peers usedthe criteria to evaluate the student’s skilllevel. The assessment sheets were recordedfor evaluation purposes. Student improve-ment was also noted. The final evaluation ofthe student was not based on the practiceattempts but on the final level of skill ac-quired. In addition, the teacher monitoredeffort, attitude, and participation using theStudent Responsibility Scale and EvaluatingGroup Communication Skills Across Curriculumreference set.

Rating Scale

5— Outstanding: demonstration of skillmeets all elements with no apparenterrors, consistent in performance andeffectiveness

4— Good: demonstration of skill givesgeneral impression of good form, butminor variations exist, consistent inperformance and effectiveness

3— Satisfactory: can verbally correct form orvisually recognize correct form; consis-tent, but lacks smoothness when per-forming the skill; and ease or lack ofcontrol in one or two respects, whichaffects skill as a whole

2— Needs attention: acceptable, but executesskills with many errors that result ininconsistency in performance and effec-tiveness; is unable to verbally or visuallyidentify correct form or technique

1— Undeveloped: skill undeveloped

• Examples

DribblePassingLay-upPacingPositioningTeamworkFollows the RulesFair Play

Criteria TeacherComments

GroupComment

Basketball Skills Assessment Sheet

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GRADE 10

Organizers: Movement (Individual and DualActivities, Alternative-EnvironmentActivities)Active Living

Topic: Training Programs


Movement


• adapt and improve activity-specific motorskills when performing individual anddual activities


Active Living


• plan, assess, and maintain personal fitnessand activity programs, using the principlesof training


The teacher planned learning experiences tohelp the students identify their fitness andactivity levels through a variety of means(e.g., flexibility, sit-reach, active living jour-nal, standing long jump). Students wereencouraged to set personal fitness activitygoals that would allow them to establish apersonal functional level of physical fitness.Teachers assisted students in designing apersonal activity plan. The plan included ageneral goal statement, list of specific activi-ties, support students would receive,timelines for reviewing the plan, and howstudents would know when they hadachieved the goal(s). Students kept their

information in their portfolios along withregular journal entries noting the progress.Students were also assessed using theStudent Responsibility Scale.

DEFINING CRITERIA

The teachers involved the students in thesetting of criteria.


• complete a goal statement that addressestheir personal fitness or activity level andrelates to the fitness component such asstrength, endurance, and flexibility

• include specific activities that addressnecessary components of a fitness plan(warm-up, cardio-vascular, strength,stretch, cool-down)

• list specific time, duration, and intensityfor implementation of the activities

• identify appropriate support people andensure their willingness to be involved

• include review dates to assess the planand progress

• show a willingness to revise and changethe plan as necessary

• indicate what evidence will result in themeeting of the fitness or activity goal(s)


PERFORMANCE

The teacher used the criteria to build aperformance scale. The teacher and studentsassessed the plan and the activity goals usingthe scale. In addition, the students kept anongoing fitness-activity journal to documentthe implementation of the plan. The studentsassessed the effectiveness of the plan basedon their results and set new goals to beimplemented in a revised plan.

• Examples


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Performance Scale

5—The plan is thorough and thoughtfullycompleted and includes all components.The activities are appropriate for theactivity goals. Revisions and updates areongoing. There is evidence that thestudent is actively implementing theplan. The fitness-activity journal is up-to-date and includes insightful com-ments about the student’s experienceimplementing the plan.

4—The plan is thoroughly completed and allcomponents of the plan are present. Theactivities are appropriate for the goals.Revisions and updates do not consis-tently occur. The student attempts tocontinuously work on the plan and theirfitness-activity goals. The fitness-activityjournal is up-to-date and identifies thestudent’s difficulties with the plan. Thestudent may require some furthersupport to implement or revise the plan.

3—The plan is complete. The activities maynot always address the goals. The stu-dent updates and revises the plan whenreminded. The student makes someattempt to implement the plan butrequires ongoing support to reach his orher goals. The fitness-activity journal isgenerally up-to-date, with occasionalomissions.

2—The plan is incomplete. The studentrequires guidance to identify activitiesthat would address the goals and sup-port to construct a plan. The studentneeds to be reminded to update the plan.There is little effort or interest in imple-menting the plan. There are a few at-tempts to make entries in the fitness-activity journal.

• Examples

1—There is no evidence of a fitness-activityplan or active participation. The fitness-activity journal contains no entries. Thestudent requires ongoing teacher sup-port to meet the criteria.

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GRADE 9

Organizers: Active LivingMovement (Alternative-Environment Activities)Personal and Social Responsibility

Topics: Hiking/Backpacking, and/or CrossCountry Skiing/Snowshoeing


Active Living


• identify outdoor living skills and a code ofresponsible behaviour in the outdoors

Movement


• select, plan, and participate in activity-specific motor skills in a variety of alterna-tive-environment activities

• plan and participate in an outdoor experi-ence

• identify and apply survival skills neededin a variety of environments



• select and apply rules, routines, andprocedures of safety in a variety of activi-ties from all movement categories

• demonstrate positive behaviours thatindicate self-respect and self-confidencewhile participating in physical activity


The teacher generated a list of safety andsurvival skills necessary for participating inactivities in different environments. Thestudents listed potential hazards in anoutdoor wilderness setting. They discussedweather conditions and how weather affects

the equipment, clothing, food, and otherresources needed for an outdoor activity.The students listed the preparatory skills andplans needed to participate in a hiking andbackpacking adventure in a wildernesssetting, and a snowshoeing and cross coun-try skiing expedition to the local ski hill.Students were divided into small groups andgiven responsibility for planning an aspect ofthe outdoor activity. For example, one groupplanned the food, another listed clothing andequipment, another listed responsiblebehaviours expected. Students also reviewedfirst-aid and emergency procedures.

DEFINING THE CRITERIA

The teacher and students defined the criteriafor assessment and the expectations for theoutdoor experiences.


• identify the specific skills and fitness levelneeded to participate in the activities

• perform the specific skills necessary toprepare for physical activity in an outdoorwilderness setting

• prepare for the expedition with the appro-priate items (e.g., first-aid supplies, equip-ment, extra clothing, food, footwear, map)

• fulfil their assigned responsibilities in thegroup

• listen carefully to directions and instruc-tions related to safety procedures andrules in the outdoor activity

• participate enthusiastically, showingrespect and considerations for others andthe natural environment

• use basic first-aid skills (e.g., dealing withhypothermia, heat exhaustion, breaks,bleeding) in real and practice situations

• enthusiastically participate in new activi-ties, in alternative environments, challeng-ing themselves

• Examples


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ASSESSING AND EVALUATING

STUDENT PERFORMANCE

The teacher designed a self- and peer evalua-tion portfolio based on the above criteria.The portfolio consisted of checklists for self-assessment and peer assessment, reflectivequestions about the outdoor experience, and

• Examples

observation sheets for teacher, self-, and peerassessment. The students worked in smallgroups and with a partner to assess andevaluate their performances.

TeacherAssessment

PeerAssessment

Self-Assessment

Criteria

Personal and Social Responsibility• Fulfilled Group Role• Followed Rules• Enthusiastic About Personal Challenge

Active Living• Respect for Others• Respect for the Environment

Movement• Understanding of Skills• Understanding of Required Fitness

Level• Performance of Skills• Preparation• First-Aid Skills

Rating Scale:

4— Always

3— Usually

2— Sometimes

1— Needs Improvement

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APPENDIX D: ASSESSMENT AND EVALUATIONAPPENDIX D: ASSESSMENT AND EVALUATION

STUDENT RESPONSIBILITY SCALE

This scale relates to the Personal and SocialResponsibility learning outcomes in thePhysical Education 8 to 10 Curriculum.

5— OutstandingWillingly engages in physical activitiesin the classroom, gymnasium, and othersettings, exhibiting a positive attitudeand enthusiasm towards the task. Dis-plays concentration and often puts forthextra effort when participating in physi-cal activities. Initiates and tries new tasksand activities, demonstrating a sense ofconfidence. Works co-operatively andcollaboratively with all class members,providing encouragement and support.Takes on varying roles and responsibili-ties and is respectful of class members.Plays fair and shows appropriate eti-quette. Demonstrates leadership skills,accepts responsibility, organizes andmakes plans, motivates others, makesthoughtful decisions, and is a positiverole model for others. Is aware andinterested in the safety and well-being ofothers. Continually sets personal goals,seeks out support, and regularly revisesand modifies goals. Successfully imple-ments plans.

4— GoodParticipates in physical activities in theclassroom, gymnasium, and other set-tings, displaying a positive attitude.Concentrates and puts forth effort whenparticipating in physical activities. Triesnew tasks and is developing a sense ofconfidence. Works co-operatively withall class members. Takes on roles andresponsibilities willingly. Plays fair andshows appropriate etiquette. Acceptsresponsibility and organizes and makes

plans. Considers safety. Sets personalgoals and works towards implementingthem.

3— SatisfactoryParticipates in physical activities andusually displays effort. Tries new activi-ties and challenges when given peer orteacher support. Works with others co-operatively and is respectful to class-mates. Will take on responsibility inareas of interest or when supported.Plays fair and follows appropriateetiquette. Usually considers safety. Setspersonal goals and is developing imple-mentation strategies.

2— Needs attentionParticipates only when encouraged.Displays effort in activities of interest.Reluctant to try new activities or chal-lenges. Needs reminders in order towork co-operatively and safely. Re-quires support from the teacher when inconflict situations. Sets personal goalsbut does not work towards implementa-tion.

1— Not attendingCannot evaluate progress. May beabsent, unprepared for class or removedfrom class.

• Responsibility Scale

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STUDENT JOURNALS

Assessment of student performance may alsobe supported through the use of journals.Student journals are a powerful tool forencouraging students to reflect on theirexperiences. Journals may be fairly struc-tured, or they may be a general review of theevents of the week in the physical educationclass. Entries may comment on a specificactivity or topic or provide a broad reflectionon progress or an issue.

Today we talked/learned/participated in. . . .

I tried to. . . .

I asked. . . .

I found out. . . .

I wish I had. . . .

One question I'm taking away to think more about is. . . .

The steps I took to participate effectively were. . . .

The problems I encountered were. . . .

To solve these problems I. . . .

The resources and people I used to help were. . . .

Prompts for Daily Journal Reflections

Reflection on Activity/Project

Student Name: Date:

Activity/Project Title:

Activity/Project description:

The most surprising aspect of this activity/project for me was:

I would like to find out more about:

If I were to do this activity/project again I would:

I could help a student who is doing a similar activity/projectby:

The biggest problem I had was:

I solved this problem by:

What I enjoyed most about this acitivty/project was:

Journals are an important aspect of commu-nication between the student and teacher.Students may ask questions, indicate suc-cesses, or identify areas where they needfurther assistance to develop skills.

Teachers can respond to student journals in aletter, with a short comment in the journal,or verbally to the student.

APPENDIX D: ASSESSMENT AND EVALUATION • Generic Tools

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PORTFOLIOS

A portfolio is a purposeful collection of astudent’s work that shows the student’seffort, progress, and achievement over time.Items in a portfolio can be suggested by theteacher or selected by the student. Portfoliosprovide information for a comprehensive

assessment of student development. Criteriafor evaluation can be established for eachreporting period. Student entries should bedated so the teacher can track each student’sdevelopment over time.

The focus in student portfolios is onthese items:• student thinking• growth over time (be sure to date all

papers)• record of activity and performance• self- or peer assessment

Attitude profiles.

Excerpts from astudent's daily journal.

Research projectrelated to careers inphysical education.

Nutrition orfitness logs.

A photo or sketch madeby the student (orteacher) of a student'swork.

A letter from the studentto the reader of theportfolio, explaining eachitem.

A table of contents.

A description of a physicaleducation activity designedby the student(e.g., gymnastic routine).

Work from anothersubject area that relatesto physical education.

Pen-and-paper test ofthe rules of a game.Notes from an

interview — by theteacher or another


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Active living portfolios could include thestudents’ planning and goal-settingworksheets and activities, photographs of astudent’s participation in healthy physicalactivities, journal entries, documents sharingout-of-school accomplishments in physical

activity, or student-generated art piecesreflecting on active lifestyle experiences.Student entries should be dated so theteacher can track each student’s develop-ment over time.

INTERVIEWS

Interviews can provide valuable informationabout the understanding, thoughts, andfeelings of students about physical educa-tion. Interviews may give students an oppor-tunity to reflect on the unit of study and theteacher a chance to gather information aboutthe student’s knowledge and attitudes aswell as diagnose student needs. Interviews

Student Name: Date:

Project:

Student Comments:

Two reasons I chose this item are:

I want you to notice:

Next time I might:

Other comments:

Signature: Date: Signature: Date:

Two positive things I noticed are:

One specific area to work on is:

Other comments:

Teacher Comments:

Portfolio Entry Conference

may take the form of a planned sequence ofquestions which lead to open-ended discus-sions, or they may require independentcompletion of specific questions. Informalinterviews between the teacher and studentshould take place on a regular basis through-out instruction.


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Teacher NotesQuestions

?

?

?

?

?

?

.

?

• How did you feel about your participation in this activity?

• What do you think about

• How do your team members feel about you?

• Did you have any new thoughts when

• How did you go about

• Tell me another way of doing

• What would happen if

• Why did you

• What did or did not work?

• Tell me what you learned from

• What else would you like to know?

• Is their anything you would like to change?

• How well do you think you've done?

• Tell me how or where or when you might use

• What physical education skills were taught or learned?


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OBSERVATION SHEETS

Observation sheets may be used to assess anindividual student or a co-operative activity.It is recommended that teachers focus theirassessment by selecting only a few attributesfor each observation. In any one class time,

Daily Observation Sheet

Name (s)

Date Activity ObservedBehaviour

ProgramSuggestions

Student Week

Observation Notes:

teachers will find time to be a limiting factorand may only observe a small portion of thestudents in the class. This information isuseful when reporting on individual studentprogress.


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PLANNING AND GOAL-SETTING WORKSHEETS

Setting individual goals for progress inphysical education is an important assess-ment strategy. Planning and goal-settingworksheets, including reflections on physical

GETTING ACTIVE!

GOAL TO DEVELOPA PHYSICALLYACTIVE LIFESTYLE

MY PLAN

1. Tomorrow I will

2. Next week I will

3. By next month I will

4. By next year I will

ACTION PLAN!

Adapted from Binder, D. Fun 'N Motion: Helping Girls and Young Women Set Goals for Lifelong Physical Activity.Toronto: F.A.M.E. (Female Athletes Motivating Excellence), 1993, p.60

WHEN I COMPLETE ACTIVITIES ON MY PLAN I FEEL

CHALLENGESWhat prevents me from

starting tomorrow?

ACTIONS TO OVERCOMETHE CHALLENGES

What actions can I take to confrontmy challenges?

➠

SUPPORT OR HELPWho can help me meet my

challenges?

interests and abilities, and specifying bothshort- and long-term goals, can form thebasis for students progress in the variousunits of a physical education program.


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CHECKLISTS

Checklists allow the teacher to observe theentire class “at a glance.” They provide aquick reference sheet that can identifyspecific information regarding studentattitudes, knowledge, or skills by the observ-ing teacher. Checklists allow the teacher tocreate an individual record-keeping system

Group Observation Form

Course: Class/Block: Date:

Skill/Concept:

5 - Superior 4 - Satisfactory 3 - Improving 2 - Experiencing Difficulty

Names of Students Criteria to be Observed

1.2.3.4.5.6.7.8.9.

10.11.12.13.14.15.16.17.18.19.20.

such as by date, legend of skill proficiency,or by use of a simple checkmark identifyinga yes or no. Checklists can be useful indeveloping a learning profile that indicatesgrowth over time. Checklists may be createdto gather information about student co-operation, participation, attitude, leadership,or skill development.


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Participation Profile

Student Names

Effort/On-Task

Encourages Others toParticipate

Enjoys Participating

Participates Willingly

Participates whenEncouraged

Reluctant toParticipate

Class/Block:

Activity (ies):

Date:


APPENDIX EACKNOWLEDGEMENTS

APPENDIX E: ACKNOWLEDGEMENTS

150

151


Many people contributed their expertise to this document. The project co-ordinator was JadineLeclaire of the Curriculum Branch, working with ministry personnel and our partners in educa-tion. We would like to thank all who participated in this process.

Pat AndrewsSchool District No. 22 (Vernon)

Rick BellUniversity of Victoria

Jonathan BosSchool District No. 71 (Courtenay)

Roger BourbonnaisSchool District No. 24 (Kamloops)

Ross BrennanSchool District No. 36 (Surrey)

Darrell BrucksSchool District No. 23 (Central Okanagan)

Alex CarreUniversity of British Columbia

Laura ClarksonSchool District No. 23 (Central Okanagan)

Val DaySchool District No. 39 (Vancouver)

Janet DenisSchool District No. 24 (Kamloops)

Maureen DockendorfSchool District No. 43 (Burnaby/Coquitlam)

Ross DumontetSchool District No. 23 (Central Okanagan)

Patrick DuncanSchool District No. 65 (Cowichan)

Kim EagleSchool District No. 36 (Surrey)

Sandra FuggerSchool District No. 23 (Central Okanagan)

Gary GarrawaySchool District No. 61 (Greater Victoria)

Jo-Anne GianorioSchool District No. 22 (Vernon)

Doug GordonSchool District No. 36 (Surrey)

Katie HicksSchool District No. 15 (Penticton)

Linda IrvineSchool District No. 22 (Vernon)

Sharon JeroskiHorizon Research

Peter JohnstonSchool District No. 36 (Surrey)

Debbie KeelSchool District No. 42 (Maple Ridge)

George KellyMalaspina College

Glen KirchnerRetired

Allison LeppardSchool District No. 34 (Abbotsford)


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George LongstaffRetired

Moira LukeUniversity of British Columbia

Angus MacKaySchool District No. 36 (Abbotsford)

Mo MackendrickSchool District No. 71 (Courtenay)

Enid McBurneySchool District No. 36 (Surrey)

Mike McCombSchool District No. 71 (Courtenay)

Mike McEwanSchool District No. 39 (Vancouver)

Bruce McKaySchool District No. 23 (Central Okanagan)

Trish MartinSchool District No. 24 (Kamloops)

Randy PaulsSchool District No. 36 (Surrey)

Ken PurvisSchool District No. 24 (Kamloops)

Carol ReekieSchool District No. 23 (Central Okanagan)

Ann ReidSchool District No. 22 (Vernon)

John RitchieSchool District No. 09 (Castlegar)

Sherri RobbUniversity of Victoria

Jan RobsonSchool District No. 22 (Vernon)

Betty ScheltgenSchool District No. 39 (Vancouver)

Anne SchultzSchool District No. 39 (Vancouver)

Liza ShippamSchool District No. 22 (Vernon)

Stephen SmithSimon Fraser University

Scott StinsonSchool District No. 63 (Saanich)

Shauna StricklandSchool District No. 39 (Vancouver)

Al ThomasSchool District No. 43 (Coquitlam)

Dave TurkingtonUniversity of Victoria

Ann Van DykSchool District No. 36 (Surrey)

Brenda Van TighemSchool District No. 23 (Central Okanagan)

Jim WilkinsSchool District No. 22 (Vernon)

Brian WrightSchool District No. 39 (Vancouver)

APPENDIX FGLOSSARY

APPENDIX F: GLOSSARY

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active living A way of life valuing physical activity as an essen-tial part of living; characterized by the integrationof physical activity into daily routines and leisurepursuits.

activity-specific motor skills Motor skills specific to a particular activity, such assquare dance—do-si-do; soccer—heading; aquat-ics—front crawl; basketball—chest pass.

appropriate competitive behaviour Striving for improvement while respecting andremaining sensitive to the social, emotional, andphysical needs and ability levels of all participants.

asymmetrical Having each side different.

body awareness An element of movement; being aware of bodyshape, parts of the body, and the support andtransfer of weight.

co-ordination Using the senses of vision and touch together withkinesthetic (muscle) sense to accomplish accurateor well-timed body movements.

critical thinking The ability to discern and discriminate through anindividual thought process.

creative movement process A combination of cognition and psychomotor skillsin sequential movements that involve perceivingstimulus, exploring, selecting, combining, refining,and performing.

elements of movement What the body does, how the body moves, andwhere the body moves, alone and in relation toobjects and people.

fair play Participating with integrity and with respect forteammates, opponents, officials, and rules.

health A dynamic state influenced by circumstances,beliefs, and environments; soundness of mind,body, and spirit.

large apparatus For example, trestle box, balance beam, climbingapparatus, horse.


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levels Low, medium, or high spatially.

locomotor skill An element of movement; movement from place toplace, such as walking, running, hopping, jumping,leaping, skipping, climbing, galloping, rolling, andsliding.

matching Performing the same movement side-by-side and atthe same time.

motor skill Any muscular activity, under voluntary control ofthe brain, that is directed toward a specific objec-tive.

non-locomotor skill An element of movement; movement that does notinvolve locomotion, such as bending, curling,holding, lifting, pulling, pushing, stretching,swinging, twisting, and turning.

performance modifiers Variables affecting performance and level of par-ticipation in a physical activity.

personal functional level of physical Possessing fundamental motor skills that allow afitness learner to participate comfortably and confidently

in a selected physical activity.

play Both an attitude and an action; characterized byfreely choosing to participate in a structured ornon-structured activity that may be physical, social,or mental.

qualities An element of movement referring to speed, force,time, and flow.

relationship An element of movement; movement in relation topeople or objects.

small apparatus For example, ball, beanbag, quoit, skittle, hoop,individual mat, bench, skipping rope, chair.

space awareness An element of movement; being aware of personaland general space, directions, pathways, levels, andplanes.

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symmetrical Having each side the same.

water adjustment Introduction to water, which includes the develop-ment of comfort in a water environment andexposure to basic water-entry skills.

well-being An optimum condition of health, based on a bal-anced lifestyle, in which an individual experiencessatisfaction and confidence in personal levels offitness and motor skill development.

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